"Looking Beyond Academic Performance: The Influence of Instructor Gender on Student Motivation in STEM Fields"
PhD student Sabrina Solanki (first author) and Assistant Professor Di Xu have authored an article in American Educational Research Journal (AERJ): "Looking Beyond Academic Performance: The Influence of Instructor Gender on Student Motivation in STEM Fields."
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.
Solanki, S. M., & Xu, D. (March 2018). Looking beyond academic performance: The influence of instructor gender on student motivation in STEM fields. American Educational Research Journal. https://doi.org/10.3102/0002831218759034