The Difference a Female Teacher Makes
Analysis of Girls’ School Achievement in Nepal
Bibliographic Data
| ID | 8923570 |
|---|---|
| Authors | Puskar R Joshi (0000-0002-3792-8414, Texas A&M University, corresponding author), Sheetal Digari (University of Minnesota), Marlon C James (0000-0002-2569-0234, Texas A&M University) |
| Year | 2022 |
| Volume | 58 |
| Issue | 4 |
| Pages | 511-529 |
| Publication date | 2022-04-01 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Educational Studies (JOURNAL) |
| Journal identifiers | ISSN: 0013-1946 • E-ISSN: 1532-6993 |
| Publisher | Taylor & Francis (PUBLISHER • GB) |
| DOI | 10.1080/00131946.2022.2051032 |
| OpenAlex | W4221096743 |
| Language | EN |
| Citations received | 4 |
| References cited | 28 |
Educational outcomes of female students are limited by persistent gender inequalities and the lack of non-patriarchal support structures in schools in Nepal. Role model theory suggests that female teachers provide a range of benefits for female students. We explored if the same-sex teacher as students has nexus with students’ performance in standardized exit examinations among 549 eighth-grade Nepali students to understand the contributions of female teachers on the academic performance of female students. The Mann-Whitney U-test compared eighth-grade male and female students’ test scores based on teachers’ sexual backgrounds. Overall, results showed that students taught by female teachers achieved significantly higher scores in science and the Nepali language than those taught by male teachers, indicating a clear advantage of female teachers. Findings imply that efforts to increase female teachers and invest in their professional development are essential to boost the academic success of girls and to achieve a more equitable education system in Nepal
Academic achievement · Biology · Developmental psychology · Mathematics education · Nepali · Nexus (standard · Test (biology · Gender Roles and Identity Studies · Psychology · School Choice and Performance · Teacher Education and Leadership Studies
Female peer mentors early in college increase women’s positive academic experiences and retention in engineering
Do Faculty Serve as Role Models? The Impact of Instructor Gender on Female Students
Teachers and the Gender Gaps in Student Achievement
Who Goes to School? Educational Stratification by Gender, Caste, and Ethnicity in Nepal
The Effects of Teacher Match on Students’ Academic Perceptions and Attitudes
Attitudes toward students from ethnic minority groups
Teacher Gender, Student Gender, and Primary School Achievement
Dimensions of same-gender student-faculty role-model relationships
Analysing girls’ educational performance in developing countries
Mapping the Margins
| Unique citing works | 4 |
|---|---|
| Citations per year | 1 |
| Citation span | 2022 - 2026 (5) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 4 |