The educational attainment of young women: Role model effects of female high school faculty

Nixon, Lucia; Robinson, Michael D.

doi:10.2307/2648107

Cited by 103 publications

(56 citation statements)

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“…The direction of the implied bias suggests that boys with an unobserved propensity for low achievement are more likely to be assigned to male teachers. Such a nonrandom sorting of students could explain why prior studies (for example, Nixon and Robinson 1999;Ehrenberg, Goldhaber, and Brewer 1995) have not found that a teacher's gender infiuences the achievement of boys. Table 4 presents FD estimates of the effect of a female teacher in specifications that allow this effect to vary by the subject being taught (that is, the estimated coefficients on FTMu, FTSu,,in Equation 6).…”

Section: Gender and Test Scoresmentioning

confidence: 99%

Teachers and the Gender Gaps in Student Achievement

Dee¹

2005

159

156

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Section: Gender and Test Scoresmentioning

confidence: 99%

Teachers and the Gender Gaps in Student Achievement

Dee¹

2005

159

156

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“…None of these previous studies, however, examine the impact of an instructor's race or ethnicity on student outcomes at the post-11 A larger literature studies gender interactions at the primary or secondary school level. The findings are generally mixed (see for example, Nixon and Robinson 1999, Ehrenberg, Goldhaber, and Brewer 1995, Dee 2007, Holmlund and Sund 2008, Carrington, Tymms and Merrel 2008, Lahelma 2000, and Lavy and Schlosser 2011 6 secondary education level, due to not being able to obtain race information on instructors and the lack of underrepresented minority faculty at more selective colleges. Even if a selective college existed with many minority faculty, the focus on a large, diverse community college such as ours is likely to be more representative of the average college experience for minority students in the United States.…”

Section: ; Hoffmann and Oreopoulos 2009)mentioning

confidence: 99%

A Community College Instructor Like Me: Race and Ethnicity Interactions in the Classroom

Fairlie

Hoffmann

Oreopoulos

2014

American Economic Review

202

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Standard-Nutzungsbedingungen:Die Dokumente auf EconStor dürfen zu eigenen wissenschaftlichen Zwecken und zum Privatgebrauch gespeichert und kopiert werden.Sie dürfen die Dokumente nicht für öffentliche oder kommerzielle Zwecke vervielfältigen, öffentlich ausstellen, öffentlich zugänglich machen, vertreiben oder anderweitig nutzen.Sofern die Verfasser die Dokumente unter Open-Content-Lizenzen (insbesondere CC-Lizenzen) zur Verfügung gestellt haben sollten, gelten abweichend von diesen Nutzungsbedingungen die in der dort genannten Lizenz gewährten Nutzungsrechte. Keywords: minority, college, community college, affirmative action, diversity Terms of use: Documents in EconStor may Abstract:Administrative data from a large and diverse community college are used to examine if underrepresented minority students benefit from taking courses with underrepresented minority instructors. To identify racial interactions we estimate models that include both student and classroom fixed effects and focus on students with limited choice in courses. We find that the performance gap in terms of class dropout rates and grade performance between white and underrepresented minority students falls by 20 to 50 percent when taught by an underrepresented minority instructor. We also find these interactions affect longer term outcomes such as subsequent course selection, retention, and degree completion. Abstract: Administrative data from a large and diverse community college are used to examine if underrepresented minority students benefit from taking courses with underrepresented minority instructors. To identify racial interactions we estimate models that include both student and classroom fixed effects and focus on students with limited choice in courses. We find that the performance gap in terms of class dropout rates and grade performance between white and underrepresented minority students falls by 20 to 50 percent when taught by an underrepresented minority instructor. We also find these interactions affect longer term outcomes such as subsequent course selection, retention, and degree completion. * We are extremely grateful to Bob Barr, Andrew LaManque, Howard Irvin and Stephen Fletcher for providing the administrative data for students. Special thanks also go to Lydia Hearn, Kathleen Moberg, Mallory Newell, Jerry Rosenberg, and Rowena Tomaneng for providing detailed information on courses, minority student programs, and registration procedures. We also thank Alex Haslam, David Levine, Doug Miller, Uros Petronijevic, Daniel Shack and seminar participants at the University of Calgary, University of British Columbia, University of Manitoba, University of Victoria, the Gender and Academia Conference in Sweden, the NBER Education Program fall meeting, the Presidential and Academic Senate Leadership Presentation at De Anza College, Northern California Community Colleges Institutional Researchers workshop, Case Western University, University of Colorado Boulder, the 2013 American Economics Association annual meeting in San Diego, and RA...

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“…Female role models from high schools to doctoral programs, for example, can help facilitate women's success (Marx and Roman 2002;Nixon and Robinson 1999). In terms of politics, Atkeson (2003) finds that women who live in states with successful, visible female candidates are more likely to be politically engaged.…”

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confidence: 99%

Uncovering the Origins of the Gender Gap in Political Ambition

2014

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women and men who work in the professions from which most candidates for elective office emergereveal a striking gender gap in political ambition (Lawless and Fox 2012;. Women are less likely than similarly situated men to consider running for office; less likely to run for office; less like to believe they are qualified to seek office; less likely to receive encouragement to run for office; and more likely to perceive a competitive, biased electoral environment (see also Fulton et al. 2006).Although the existing work on candidate emergence identifies and explicates the contours of the gender gap in political ambition among well-established potential candidates, virtually no political science research examines its origins (but see Elder 2004). We are very limited in the conclusions we can draw about the roots of the gap or the manner in which early life experiences shape it. This omission in the literature is critical because a general interest in, or openness toward, running for office early in life can set the stage for a political candidacy decades later. Young people's career goals, after all, tend to be excellent predictors of the occupations they ultimately attain (Ashby and Schoon 2010;Mello 2008;Trice and McClellan 1993). Many gendered attitudes about running for office, then, may result from deeply embedded socialized norms that are conveyed long before women and men find themselves in the candidate eligibility pool. Yet we simply do not know when young women and men's political ambition diverges, the extent to which it does so, or the factors that contribute to it. If the seeds of political ambition are planted at an early age, then gaining a complete understanding of the gender gap in ambition and prospects for women's representation demands that we pinpoint and explicate its origins.This article provides the first investigation to do just that. Based on survey responses from a national random sample of nearly 4,000 high school (ages 13 to 17) and college (ages 18 to 25) students, we uncover a substantial gender gap in political ambition. This is striking evidence that the gap is, in fact, present well before women and men enter the professions from which most candidates emerge. We then employ 499 Downloaded from https://www.cambridge.org/core.

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The educational attainment of young women: Role model effects of female high school faculty

Cited by 103 publications

References 12 publications

Teachers and the Gender Gaps in Student Achievement

Teachers and the Gender Gaps in Student Achievement

A Community College Instructor Like Me: Race and Ethnicity Interactions in the Classroom

Uncovering the Origins of the Gender Gap in Political Ambition

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