Teacher Gender, Student Gender, and Primary School Achievement: Evidence from Ten Francophone African Countries
Dong-Eun Rhee and
MPRA Paper from University Library of Munich, Germany
Using an exceptionally rich dataset comprising over 1,800 primary schools and nearly 40,000 students from ten francophone Sub-Saharan African countries, this study analyzes the relationship between teacher gender, student gender, and student achievement in mathematics and reading. Findings indicate that being taught by a female teacher increases academic achievements and that both performance and subject appreciation rise when taught by a same-gender teacher. Traditional academic gender stereotypes are prevalent among both male and female teachers. Our findings suggest that hiring more female teachers in Western and Central Africa can reduce educational gender gaps without hurting boys.
Keywords: Gender; Educational quality; Female education; Sub-Saharan Africa; Same-gender teacher; PASEC. (search for similar items in EconPapers)
JEL-codes: I21 I26 J16 O55 (search for similar items in EconPapers)
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Persistent link: https://EconPapers.repec.org/RePEc:pra:mprapa:77329
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