Looking Beyond Academic Performance: The Influence of Instructor Gender on Student Motivation in STEM Fields
Looking Beyond Academic Performance: The Influence of Instructor Gender on Student Motivation in STEM Fields
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DOI：
10.3102/0002831218759034
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发表时间：
2018-08-01
影响因子：
3.6
通讯作者：
Xu, Di
中科院分区：
文献类型：
--
作者：
Solanki, Sabrina M.;Xu, Di
招聘更多的女教师被建议作为解决科学、技术、工程和数学领域性别差距的一个政策选择，因为它能够通过榜样效应吸引女学生。虽然数量不多但越来越多的文献研究了教师性别在高等教育中的作用，但通常只关注学术成果。本文利用了一个独特的数据集，其中不仅包括学生在STEM课程的表现，但也有一些激励相关的措施的信息。我们发现，有一个女教师缩小了参与和兴趣方面的性别差距;此外，女性和男性学生都倾向于对教师的性别作出反应。最后，我们讨论这些研究结果的政策含义。
Recruiting more female faculty has been suggested as a policy option for addressing gender disparities in science, technology, engineering, and mathematics (STEM) fields given its ability to engage female students through a role model effect. While a small but growing body of literature has examined the role of instructor gender at the higher education level, it typically focuses only on academic outcomes. This paper utilizes a unique data set that includes not only information about student course performance in STEM but also a number of motivation-related measures. We find that having a female instructor narrows the gender gap in terms of engagement and interest; further, both female and male students tend to respond to instructor gender. We conclude by discussing the policy implications of these findings.