Do Faculty Serve as Role Models? The Impact of Instructor Gender on Female Students

By E. Bettinger, Bridget Terry Long. 2005

566 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/18e6fee25ec2bdef4c02b92318767cbc7fa936a8

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In Education

Citations in the corpus

The Long-Run Impacts of Same-Race Teachers (2017, unknown): “This strategy is motivated by the work of Bettinger and Long (2005, 2010), who leverage within-unit variation in the racial and faculty-rank composition of university departments as instrumental variables (IV) for assignment to a demographically-matched or adjunct instructor.”
Gender, Competitiveness and Career Choices (2012, unknown): “Bettinger and Long (2005) provide evidence for college instruction.”
Sex and Science: How Professor Gender Perpetuates the Gender Gap. NBER Working Paper No. 14959. (2009, unknown): “Many studies have investigated the effects of teacher gender at the elementary and secondary school level6 but only a handful have considered the post-secondary level(Canes and Rosen 1995, Neumark and Gardecki 1998, Rothstein 1995, Bettinger and Long 2005, Hoffmann and Oreopoulos 2007).”
Is the Gender Gap in School Performance Affected by the Sex of the Teacher (2008, background): “More recently, Bettinger and Long (2005) assess whether the gender of the instructor in an introductory college course affects subsequent choice of courses in the particular subject.”
Teachers and the Gender Gaps in Student Achievement (2007, background): “…of such gender interactions by assessing the reduced-form impact of assignment to a same-gender teacher on educational outcomes (for example, Bettinger and Long 2005; Canes and Rosen 1995; Ehrenberg, Goldhaber, and Brewer 1995; Rothstein 1995; Neumark and Gardecki 1998; Nixon and Robinson…”
Gender Stereotypes in the Classroom and Effects on Achievement (2017, unknown): “See also Hanushek and Rivkin (2006) and Schwerdt & Wuppermann (2011). female students (Bettinger & Long, 2005; Dee, 2007; Hoffmann & Oreopoulos, 2009; Carrell, Page, & West, 2010; Antecol, Ozkan, & Ozbeklik, 2014).”
Why Are Some STEM Fields More Gender Balanced Than Others? (2017, background): “…in Ohio found that women who have a female professor for introductory courses in mathematics and statistics are more likely to take further classes in the field than women who have a male professor, but the reverse pattern is observed for biology and physics courses (Bettinger & Long, 2005).”
Gender biases in student evaluations of teaching (2017, background): “12 Permutation tests applied to the database confirm that SET scores tend to be correlated with seminar grades, but uncorrelated with final exam grades (Boring et al., 2016). 13 Other studies find that SETs are unrelated to teaching effectiveness (Boring et al., 2016). For instance, Braga et al. (20”
Women in Academic Science (2014, background): “…to college instructors, several economists have found that female students are more likely to pursue a major if they have had female faculty (Bettinger & Long, 2005; Canes & Rosen, 1995; Rask & Bailey, 2002) and that females perform better in courses with female faculty (Hoffman &…”
Implicit Stereotypes: Evidence from Teachers’ Gender Bias* (2019, background): “Finally, a growing number of papers exploits the gender of teachers as proxy of exposure to stereotypes of their pupils (Bettinger and Long, 2005; Dee, 2005; Carrell et al., 2010; Antecol et al., 2014).”