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An Advisor like Me: Does Gender Matter?

Author

Listed:
  • Kato, Takao

    (Colgate University)

  • Song, Yang

    (Colgate University)

Abstract

This paper provides new causal evidence on the effects of gender congruence in the student-adviser relationship on three key student outcomes: (i) retention; (ii) grades; and (iii) post-graduation career outcomes. In so doing, we use unique administrative data from a selective liberal arts university which includes detailed longitudinal records on all students. Our identification strategy is based on the University's first-year faculty adviser assignment policy which produces randomness in whether a student has a same-gender faculty adviser. First, we find that gender congruence in the student-adviser relationship has a positive and significant effect on the odds of retention (gender congruence effect on the extensive margin) and on cumulate GPA upon graduation (gender congruence effect on the intensive margin). Second, we uncover that much of the gender congruence effect on the extensive margin tends to be concentrated in the freshman and sophomore years, while the gender congruence effect on the intensive margin is less immediate and shows up only in cumulative GPA upon graduation. The results are found to change little when we account for unobserved adviser characteristics by using adviser fixed effects. Finally, student-adviser gender congruence is found to work differently for students with different backgrounds and interests. Most notably we find that gender congruence in the student-adviser relationship is particularly helpful for academically weak students and students without STEM-orientation.

Suggested Citation

  • Kato, Takao & Song, Yang, 2018. "An Advisor like Me: Does Gender Matter?," IZA Discussion Papers 11575, Institute of Labor Economics (IZA).
  • Handle: RePEc:iza:izadps:dp11575
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    References listed on IDEAS

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    Cited by:

    1. Laura Pagani & Giovanni Pica, 2021. "A Peer Like Me? Early Exposure to High Achievers in Math and Later Educational Outcomes," Development Working Papers 476, Centro Studi Luca d'Agliano, University of Milano.
    2. Arpita Patnaik & Matthew J. Wiswall & Basit Zafar, 2020. "College Majors," NBER Working Papers 27645, National Bureau of Economic Research, Inc.
    3. Delaney, Judith & Devereux, Paul J., 2021. "Gender and Educational Achievement: Stylized Facts and Causal Evidence," IZA Discussion Papers 14074, Institute of Labor Economics (IZA).
    4. Albert, Aaron, 2021. "The effect of randomly assigned advisor’s department on student outcomes," Economics of Education Review, Elsevier, vol. 84(C).
    5. Mansour, Hani & Rees, Daniel I. & Rintala, Bryson & Wozny, Nathan, 2018. "The Effects of Professor Gender on the Post-Graduation Outcomes of Female Students," IZA Discussion Papers 11820, Institute of Labor Economics (IZA).
    6. Canaan, Serena & Mouganie, Pierre, 2019. "Female Science Advisors and the STEM Gender Gap," IZA Discussion Papers 12415, Institute of Labor Economics (IZA).

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    More about this item

    Keywords

    higher education; gender congruence; advising; academic outcomes; labor market outcomes;
    All these keywords.

    JEL classification:

    • I21 - Health, Education, and Welfare - - Education - - - Analysis of Education
    • I23 - Health, Education, and Welfare - - Education - - - Higher Education; Research Institutions

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