Do Role Models Matter in Large Classes? New Evidence on Gender Match Effects in Higher Education. Discussion Paper. No. 1896
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| Title: | Do Role Models Matter in Large Classes? New Evidence on Gender Match Effects in Higher Education. Discussion Paper. No. 1896 |
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| Language: | English |
| Authors: | Maurer, Stephan, Schwerdt, Guido, Wiederhold, Simon, London School of Economics and Political Science (United Kingdom), Centre for Economic Performance (CEP) |
| Source: | Centre for Economic Performance. 2023. |
| Availability: | Centre for Economic Performance. London School of Economics and Political Science, Houghton Street, London, WC2A 2AE, UK. Tel: +44-20-7955-7673; Fax: +44-20-7404-0612; e-mail: cep.info@lse.ac.uk; Web site: http://cep.lse.ac.uk |
| Peer Reviewed: | N |
| Page Count: | 35 |
| Publication Date: | 2023 |
| Sponsoring Agency: | Deutsche Forschungsgemeinschaft (DFG, German Research Foundation) |
| Document Type: | Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Role Models, Females, Sex, Foreign Countries, Universities, Academic Achievement, Small Classes, Teacher Student Relationship |
| Geographic Terms: | Germany |
| ISSN: | 2042-2695 |
| Abstract: | We study whether female students benefit from being taught by female professors, and whether such gender match effects differ by class size. We use administrative records of a German public university, covering all programs and courses between 2006 and 2018. We find that gender match effects on student performance are sizable in smaller classes, but do not exist in larger classes. This difference suggests that direct and frequent interactions between students and professors are important for the emergence of gender match effects. Instead, the mere fact that one's professor is female is not sufficient to increase performance of female students. |
| Abstractor: | As Provided |
| Entry Date: | 2023 |
| Accession Number: | ED626177 |
| Database: | ERIC |
| Abstract: | We study whether female students benefit from being taught by female professors, and whether such gender match effects differ by class size. We use administrative records of a German public university, covering all programs and courses between 2006 and 2018. We find that gender match effects on student performance are sizable in smaller classes, but do not exist in larger classes. This difference suggests that direct and frequent interactions between students and professors are important for the emergence of gender match effects. Instead, the mere fact that one's professor is female is not sufficient to increase performance of female students. |
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| ISSN: | 2042-2695 |
