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The influence of instructor gender on learning and instructor ratings

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  • Kent Saunders
  • Phillip Saunders

Abstract

This paper uses two large databases to determine if students of a given gender learn more from instructors of the same gender and if instructors of a given gender receive higher ratings from students of the same gender compared to students of the opposite gender. The Indiana University (IU) data set was collected over a six-year period from the fall of 1984 to the spring of 1990 for associate instructors teaching introductory microeconomics and macroeconomics courses. A subset of the data collected in norming the third edition of the Test of Understanding College Economics is the TUCE III data set. The results of this study do not lend support for a positive gender-match role model effect concerning student learning and instructor ratings. This effect appeared only in the IU micro data set but did not appear on a consistent yearly basis. The effect did not appear at all in the IU macro data or either of the TUCE III data sets. Copyright International Atlantic Economic Society 1999

Suggested Citation

  • Kent Saunders & Phillip Saunders, 1999. "The influence of instructor gender on learning and instructor ratings," Atlantic Economic Journal, Springer;International Atlantic Economic Society, vol. 27(4), pages 460-473, December.
    • Handle: RePEc:kap:atlecj:v:27:y:1999:i:4:p:460-473
    DOI: 10.1007/BF02298341
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    References listed on IDEAS

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    1. Ferber, Marianne A, 1995. "The Study of Economics: A Feminist Critique," American Economic Review, American Economic Association, vol. 85(2), pages 357-361, May.
    2. Roberta Edgecombe Robb & A. Leslie Robb, 1999. "Gender and the Study of Economics: The Role of Gender of the Instructor," The Journal of Economic Education, Taylor & Francis Journals, vol. 30(1), pages 3-19, January.
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