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

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  • Lee, Jieun
  • Rhee, Dong-eun
  • Rudolf, Robert

Abstract

Using an exceptionally rich dataset comprising over 1,800 primary schools and nearly 40,000 students from ten francophone Sub-Saharan African countries, this study analyzes the relationship between teacher gender, student gender, and student achievement in mathematics and reading. Findings indicate that being taught by a female teacher increases academic achievements and that both performance and subject appreciation rise when taught by a same-gender teacher. Traditional academic gender stereotypes are prevalent among both male and female teachers. Our findings suggest that hiring more female teachers in Western and Central Africa can reduce educational gender gaps without hurting boys.

Suggested Citation

  • Lee, Jieun & Rhee, Dong-eun & Rudolf, Robert, 2017. "Teacher Gender, Student Gender, and Primary School Achievement: Evidence from Ten Francophone African Countries," MPRA Paper 77329, University Library of Munich, Germany.
    • Handle: RePEc:pra:mprapa:77329
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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. 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.
    5. 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.
    6. 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).
    7. 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.
    8. 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.
    9. 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).

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    More about this item

    Keywords

    Gender; Educational quality; Female education; Sub-Saharan Africa; Same-gender teacher; PASEC.;
    All these keywords.

    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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