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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."
Abstract 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 Comments are closed.
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