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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
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
FullText Text:
  Availability: 0
CustomLinks:
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  Data: Do Role Models Matter in Large Classes? New Evidence on Gender Match Effects in Higher Education. Discussion Paper. No. 1896
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  Data: <searchLink fieldCode="AR" term="%22Maurer%2C+Stephan%22">Maurer, Stephan</searchLink><br /><searchLink fieldCode="AR" term="%22Schwerdt%2C+Guido%22">Schwerdt, Guido</searchLink><br /><searchLink fieldCode="AR" term="%22Wiederhold%2C+Simon%22">Wiederhold, Simon</searchLink><br /><searchLink fieldCode="AR" term="%22London+School+of+Economics+and+Political+Science+%28United+Kingdom%29%2C+Centre+for+Economic+Performance+%28CEP%29%22">London School of Economics and Political Science (United Kingdom), Centre for Economic Performance (CEP)</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Centre+for+Economic+Performance%22"><i>Centre for Economic Performance</i></searchLink>. 2023.
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  Data: 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
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  Data: 35
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  Data: 2023
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  Data: Deutsche Forschungsgemeinschaft (DFG, German Research Foundation)
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  Data: Reports - Research
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  Label: Education Level
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  Data: <searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Role+Models%22">Role Models</searchLink><br /><searchLink fieldCode="DE" term="%22Females%22">Females</searchLink><br /><searchLink fieldCode="DE" term="%22Sex%22">Sex</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Universities%22">Universities</searchLink><br /><searchLink fieldCode="DE" term="%22Academic+Achievement%22">Academic Achievement</searchLink><br /><searchLink fieldCode="DE" term="%22Small+Classes%22">Small Classes</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Student+Relationship%22">Teacher Student Relationship</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Germany%22">Germany</searchLink>
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  Data: 2042-2695
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: 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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    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 35
    Subjects:
      – SubjectFull: Role Models
        Type: general
      – SubjectFull: Females
        Type: general
      – SubjectFull: Sex
        Type: general
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Universities
        Type: general
      – SubjectFull: Academic Achievement
        Type: general
      – SubjectFull: Small Classes
        Type: general
      – SubjectFull: Teacher Student Relationship
        Type: general
      – SubjectFull: Germany
        Type: general
    Titles:
      – TitleFull: Do Role Models Matter in Large Classes? New Evidence on Gender Match Effects in Higher Education. Discussion Paper. No. 1896
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            NameFull: Schwerdt, Guido
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              Y: 2023
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              Value: 2042-2695
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