Teacher Gender, Student Gender, and Primary School Achievement

Evidence from Ten Francophone African Countries

Jieun Lee, Dong-Eun Rhee, Robert Rudolf

Research output: Contribution to journalArticle

2 Citations (Scopus)

Abstract

Using an exceptionally rich, standardised education assessment dataset comprising over 1800 primary schools and 31,000 grade six students from 10 francophone Western and Central African countries, this study analyses the relationship between teacher gender, student gender, and student achievement. Findings indicate that, for girls, being taught by a female teacher increases math and reading performance. For boys, however, teacher gender has no effect. Similar, but less strong effects are also found for subject appreciation. Moreover, traditional academic gender stereotypes remain prevalent among both male and female teachers. Our findings suggest that hiring more female teachers in the region can reduce educational gender gaps without hurting boys.

Original languageEnglish
Pages (from-to)661-679
Number of pages19
JournalJournal of Development Studies
Volume55
Issue number4
DOIs
Publication statusPublished - 2019 Apr 3

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ASJC Scopus subject areas

  • Development

Cite this

Teacher Gender, Student Gender, and Primary School Achievement : Evidence from Ten Francophone African Countries. / Lee, Jieun; Rhee, Dong-Eun; Rudolf, Robert.

In: Journal of Development Studies, Vol. 55, No. 4, 03.04.2019, p. 661-679.

Research output: Contribution to journalArticle

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