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A Professor Like Me

A Professor Like Me. The Influence of Instructor gender on College Achievement By: Florian Hoffmann & Philip Oreopoulos. Alexandra Lanzarotta , Jessica Savoie , Nick Vetro & Nick Crimi. Introduction and Background.

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A Professor Like Me

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  1. A Professor Like Me The Influence of Instructor gender on College Achievement By: Florian Hoffmann & Philip Oreopoulos Alexandra Lanzarotta, Jessica Savoie, Nick Vetro & Nick Crimi

  2. Introduction and Background • This study seeks to determine whether the gender of the teacher plays a role in influencing the achievement and interest of the student at the post-secondary level. • Measures the impact of instructor gender on the academic achievement of undergraduate students. • Measures the impact of the professors gender on the likelihood of dropping a class. • By focusing on college theyexamine the extent to which gender role model effects exist at a later age.

  3. Data Set • U of T Arts & Science faculty for fall and winter terms between ’96 and ’05. • 34,342 full time undergrad students from Ontario high schools who were between 17-20 yrs. old upon entry. • 88 largest first year courses with at least 50 students. • Includes students’ gender, date of birth, mother tongue, citizenship, entering program of study, high school grades. • Course data

  4. Methods-Equation 1 • First estimate gender interactions for male and female students separately: • Yikt= β*f_instructorikt+ δi+ δk + δt + uikt • Three student outcome variables at the student-by-course level are used, “Dropped Course”, “Grade”, and “Subject Course, Subsequent Years”

  5. Results for Equation 1 • For females there was no significant difference in the likelihood of dropping a class based on whether the instructor is male or female. • Males are about 1.8 percentage points more likely to drop a course when beginning it with a female instructor • When controls are added the results appear to be the same. • Males perform slightly better , on average, with male instructors.

  6. Methods- Equation 2 • Create another formula to allow for class fixed effects. • Yic=δ* f_studentic* f_instructoric+θkg+δi+δc +uic

  7. Results for Equation 2 • Females are about 1% less likely than males in the same class to drop a course in a class with a female instructor. • Furthermore, males are 1% less likely than females to drop a class if the instructor is male. • The estimate is about the same when including both class and fixed student effects.

  8. Sample Selection Problems • Correcting for sample selection is difficult. • OLS estimates are downward biased. • After accounting for course completion assignment to a same-sex instructor improves expected grade performance.

  9. Key Conclusions • Overall the study found that gender interactions at the college level play a minor role in determining a college student’s academic performance. • Results indicate that males perform slightly worse with a female instructor however, female performance is consistent regardless of instructor gender. • At the college level it appears that instructor gender does not play a significant role in student achievement or dropout rates. • Perceived “role model” effect.

  10. Policy Implications • Potentially hire more male instructors • Base instructor training on behavioural traits rather then gender implications

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