Do Faculty Serve as Role Models? The Impact of Instructor Gender on Female Students

Bettinger, Eric; Long, Bridget Terry

doi:10.1257/000282805774670149

Cited by 464 publications

(334 citation statements)

References 7 publications

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“…Increasing female and minority representation among university faculty and graduate students is associated with higher educational attainment and engagement for female and minority students, respectively, sending an important signal to students about who can climb to the highest levels of the academic ladder (Rask and Bailey, 2002;Trower and Chait, 2002;Bettinger and Long, 2005;Griffith, 2010;Sonnert, Fox and Adkins, 2007).…”

Section: Implications For Organizationsmentioning

confidence: 99%

What happens before? A field experiment exploring how pay and representation differentially shape bias on the pathway into organizations.

Milkman¹,

Akinola²,

Chugh³

2015

Journal of Applied Psychology

397

264

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Little is known about how discrimination manifests before individuals formally apply to organizations or how it varies within and between organizations. We address this knowledge gap through an audit study in academia of over 6,500 professors at top U.S. universities drawn from 89 disciplines and 259 institutions. In our experiment, professors were contacted by fictional prospective students seeking to discuss research opportunities prior to applying to a doctoral program. Names of students were randomly assigned to signal gender and race (White, Black, Hispanic, Indian, Chinese), but messages were otherwise identical. We hypothesized that discrimination would appear at the informal "pathway" preceding entry to academia and would vary by discipline and university as a function of faculty representation and pay. We found that when considering requests from prospective students seeking mentoring in the future, faculty were significantly more responsive to White males than to all other categories of students, collectively, particularly in higherpaying disciplines and private institutions. Counterintuitively, the representation of women and minorities and discrimination were uncorrelated, a finding that suggests greater representation cannot be assumed to reduce discrimination. This research highlights the importance of studying decisions made before formal entry points into organizations and reveals that discrimination is not evenly distributed within and between organizations. Disciplines Finance and Financial Management | Social and Behavioral SciencesThis journal article is available at

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Section: Implications For Organizationsmentioning

confidence: 99%

What happens before? A field experiment exploring how pay and representation differentially shape bias on the pathway into organizations.

Milkman¹,

Akinola²,

Chugh³

2015

Journal of Applied Psychology

397

264

View full text Add to dashboard Cite

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“…Firstly, it is suggested that schools and teachers are the source of stereotyping that harm girls particularly in the Sciences and Maths (see Lavy (2004)). Secondly it is suggested that having a teacher of the same sex acts as a role model on pupils (see Bettinger and Long (2005) and Dee (2005)). …”

Section: Introductionmentioning

confidence: 99%

Pupil-Teacher Gender Interaction Effects on Scholastic Outcomes in England and the Usa

Ammermüller

Dolton

2006

SSRN Journal

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Die Dis cus si on Pape rs die nen einer mög lichst schnel len Ver brei tung von neue ren For schungs arbei ten des ZEW. Die Bei trä ge lie gen in allei ni ger Ver ant wor tung der Auto ren und stel len nicht not wen di ger wei se die Mei nung des ZEW dar.Dis cus si on Papers are inten ded to make results of ZEW research prompt ly avai la ble to other eco no mists in order to encou ra ge dis cus si on and sug gesti ons for revi si ons. The aut hors are sole ly respon si ble for the con tents which do not neces sa ri ly repre sent the opi ni on of the ZEW.Download this ZEW Discussion Paper from our ftp server:ftp://ftp.zew.de/pub/zew-docs/dp/dp06060.pdf Nontechnical summaryThe difference between girls and boys academic performance is a major issue on both sides of the Atlantic. The consequences of gender differences in achievement have made the cover story of Newsweek in the form of 'The Boy Crisis' and in the UK there is much consternation each summer when the results of the annual school GCSE exams are published. These figures show how girls are significantly outperforming boys and they are regularly dissected in the media.To date, the work on this topic has taken an introspective form by examining subjective evaluations of pupils by their teachers or,-at best -nationally determined tests. The objective of this paper is to study the differences in girls and boys achievement using data from different countries which is directly comparable and not subject to the norms and processes of that country's own examination system. One factor which has received increasing attention is the possibility of gender interaction effects, i.e. if boys perform better when taught by male teachers and girls perform better when taught by female teachers. This paper investigates the presence of such 'pupil-teacher gender interactions' on scholastic performance. In this paper we explore this phenomenon at grade 4 and grade 8 in Reading, Maths and Science using TIMSS and PIRLS data for England and the United States.We find some positive joint pupil-teacher gender interaction effects in the teaching of Maths in England but not the USA in the most recent data for 2003. This would suggest that, all other factors controlled for, there will be a slight advantage to teaching Maths to boys with male teachers and to girls with female teachers in England. An important finding is that there is no gender interaction effect between girls and boys at grade 4 (age 9). This is despite a significant raw difference between girls and boys in Maths and Science in the USA. This suggests that the differences we find between boys and girls and the presence of the gender interaction effect operate at an older age. Perhaps one of the most important implications of these findings is that in order to facilitate any advantage of gender interaction effects we need more male teachers. In both the UK and the US around 75% of teachers are female. Hence it makes sense -if gender interaction effects are present -to recruit more male teachers. Pupil-Teacher Gender Inter...

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“…-Usefulness scale (1)(2)(3)(4)(5): not at all useful, slightly useful, moderately useful, very useful, extremely useful -How often used (1-5): almost never, infrequently, occasionally, frequently, almost always Response scale (1-5) *median score was 5.00 for all items…”

Section: Table1: Participant Descriptivesmentioning

confidence: 99%

“…Engineering and computing professionals are an essential ingredient for securing our nation's future economic success (1)(2)(3)(4) . The availability of a diverse, highly skilled, and welleducated technology workforce is a must for meeting workforce demands and for solving the complex social, environmental, health, and security challenges of the 21st century.…”

Section: Introductionmentioning

confidence: 99%

“…The academic and career experience for women in STEM has been characterized by isolation, a lack of mentors, and a shortage of role models (26) . Faculty and peer interactions have substantial influence on the satisfaction and retention of students (2,3,32) . Specific faculty influences include the frequency of interaction with faculty, the quality of teaching by faculty and TAs, and the availability of female faculty and TA role models.…”

Section: Introductionmentioning

confidence: 99%

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A Chemical Engineering Success Course for Transfer Students

Bayles¹

2016 ASEE Annual Conference &Amp; Exposition Proceedings

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A Chemical Engineering Success Course for Transfer StudentsOur department has developed a one-credit course, which is designed to assist in the successful transition of transfer students from their previous community college or university to our institution. It focusses on developing and understanding the skills needed and the academic expectation to achieve success at an Honors University. This course is taken by transfer students, simultaneously with our material & energy balance course. Prior to the development of this course, our department identified that most of our transfer students did not have the required computing skills, which are needed to be successful in our upper-level courses; therefore, some of the classes/assignments of the success course focus on MATLAB programming. The transfer success course has been taught for the last four years by the same faculty member who teaches the material and energy balance course. This paper will describe the success course structure, content and assessment. In addition, the graduation and retention rates will be presented for transfer students who have and have not taken the success course.

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Do Faculty Serve as Role Models? The Impact of Instructor Gender on Female Students

Cited by 464 publications

References 7 publications

What happens before? A field experiment exploring how pay and representation differentially shape bias on the pathway into organizations.

What happens before? A field experiment exploring how pay and representation differentially shape bias on the pathway into organizations.

Pupil-Teacher Gender Interaction Effects on Scholastic Outcomes in England and the Usa

A Chemical Engineering Success Course for Transfer Students

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