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Teacher Gender, Student Gender, and Primary School Achievement: Evidence from Ten Francophone African Countries

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Listed:
  • Jieun Lee
  • Dong-Eun Rhee
  • Robert Rudolf

Abstract

Using an exceptionally rich, standardised education assessment dataset comprising over 1800 primary schools and 31,000 grade six students from 10 francophone Western and Central African countries, this study analyses the relationship between teacher gender, student gender, and student achievement. Findings indicate that, for girls, being taught by a female teacher increases math and reading performance. For boys, however, teacher gender has no effect. Similar, but less strong effects are also found for subject appreciation. Moreover, traditional academic gender stereotypes remain prevalent among both male and female teachers. Our findings suggest that hiring more female teachers in the region can reduce educational gender gaps without hurting boys.

Suggested Citation

  • Jieun Lee & Dong-Eun Rhee & Robert Rudolf, 2019. "Teacher Gender, Student Gender, and Primary School Achievement: Evidence from Ten Francophone African Countries," Journal of Development Studies, Taylor & Francis Journals, vol. 55(4), pages 661-679, April.
    • Handle: RePEc:taf:jdevst:v:55:y:2019:i:4:p:661-679
    DOI: 10.1080/00220388.2018.1453604
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    Citations

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    Cited by:

    1. Buhl-Wiggers, Julie & Jones, Sam & Thornton, Rebecca, 2021. "Boys lagging behind: Unpacking gender differences in academic achievement across East Africa," International Journal of Educational Development, Elsevier, vol. 83(C).
    2. Robert Rudolf & Dirk Bethmann, 2023. "The Paradox of Wealthy Nations’ Low Adolescent Life Satisfaction," Journal of Happiness Studies, Springer, vol. 24(1), pages 79-105, January.
    3. Rakshit, Sonali & Sahoo, Soham, 2023. "Biased teachers and gender gap in learning outcomes: Evidence from India," Journal of Development Economics, Elsevier, vol. 161(C).
    4. Zhao, Tongtong & Smith, Emma, 2025. "School as sanctuary: The role of gender in post-secondary education transition in Cameroon," International Journal of Educational Development, Elsevier, vol. 114(C).
    5. Bindeswar Prasad Lekhak, 2023. "Foreign Aid Effectiveness in the Education Sector: A Dynamic Panel Analysis," International Journal of Economics and Finance, Canadian Center of Science and Education, vol. 15(9), pages 1-10, September.
    6. David Card & Ciprian Domnisoru & Seth G. Sanders & Lowell Taylor & Victoria Udalova, 2022. "The Impact of Female Teachers on Female Students' Lifetime Well-Being," NBER Working Papers 30430, National Bureau of Economic Research, Inc.
    7. Sun, Yucheng & Zhou, Xianbo, 2022. "The effect of teacher's concurrent administrative position on students' academic outcomes: Evidence and mechanisms," China Economic Review, Elsevier, vol. 71(C).
    8. Robert Rudolf & Jieun Lee, 2023. "School climate, academic performance, and adolescent well-being in Korea: The roles of competition and cooperation," Child Indicators Research, Springer;The International Society of Child Indicators (ISCI), vol. 16(3), pages 917-940, June.
    9. Irene Campos-García & José Ángel Zúñiga-Vicente, 2019. "The female presence in different organisational positions and performance in secondary schools: Does a woman leader function as mediator?," PLOS ONE, Public Library of Science, vol. 14(9), pages 1-25, September.
    10. Delprato, Marcos, 2022. "Educational gender gap in sub-Saharan Africa: Does the estimation method matter? A comparison using a sample of opposite sex twins," International Journal of Educational Development, Elsevier, vol. 95(C).
    11. Delprato, Marcos & Beltrán, Renata, 2025. "Contextual characteristics and heterogeneity of female teacher supply – The case of public primary schools in Mexico," International Journal of Educational Development, Elsevier, vol. 112(C).
    12. Kadio, Kadio Eric, 2025. "Education quality in West and Central Africa: Family background, teachers, and schools," International Journal of Educational Development, Elsevier, vol. 115(C).
    13. World Bank, 2022. "The Gambia Poverty and Gender Assessment 2022," World Bank Publications - Reports 38310, The World Bank Group.

    More about this item

    JEL classification:

    • I21 - Health, Education, and Welfare - - Education - - - Analysis of Education
    • I26 - Health, Education, and Welfare - - Education - - - Returns to Education
    • J16 - Labor and Demographic Economics - - Demographic Economics - - - Economics of Gender; Non-labor Discrimination
    • O55 - Economic Development, Innovation, Technological Change, and Growth - - Economywide Country Studies - - - Africa

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