Faculty Gender in the College Classroom: Does It Matter for Achievement and Major Choice?

Many feel that faculty members of the same gender may serve as role models, helping students to perform better in classes and encouraging them to continue in a subject. However, while higher education research has found evidence of positive effects of matching on gender, there are also many findings of zero impact. The main hurdle in this literature is identifying the exogenous impact in the absence of student sorting by gender. This article addresses this difficulty by using institutional data from a private liberal arts institution to examine outcomes for students in courses taught by new faculty members for which the students would not know the gender before registering. Results provide evidence of a role model effect for both genders; students earn higher grades in courses taught by same‐gender instructors in fields traditionally dominated by the opposite gender. Major choice and course‐taking behavior are mostly unaffected by faculty gender.     

Can mobile phones improve gender equality and nutrition? Panel data evidence from farm households in Uganda

Since 2000, mobile phone technologies have been widely adopted in many developing countries. Existing research shows that use of mobile phones has improved smallholder farmers’ market access and income. Beyond income, mobile phones can possibly affect other dimensions of social welfare, such as gender equality and nutrition. Such broader social welfare effects have hardly been analyzed up till now. Here, we address this research gap, using panel data from smallholder farm households in Uganda. Regression results show that mobile phone use is positively associated with household income, women empowerment, food security, and dietary quality. These results also hold after controlling for possible confounding factors. In addition to the household-level analysis, we also look at who within the household actually uses mobile phones. Gender-disaggregation suggests that female mobile phone use has stronger positive associations with social welfare than if males alone use mobile phones. We cautiously conclude that equal access to mobile phones cannot only foster economic development, but can also contribute to gender equality, food security, and broader social development. Further research is required to corroborate the findings and analyze the underlying causal mechanisms.     

A Cross Cultural Analysis of the Geographical Knowledge of U.S., Irish,Israeli, Mexican,and South Korean Business School Students

ABSTRACT

Geographical knowledge about foreign countries is considered to be a significant factor related to the successful marketing of goods and services in international markets-a not insignificant conclusion by experts given the sizable trade deficits run up by the United States in 2000 ($365 billion), 2001 ($346 billion), and 2002 ($435 billion).

Unfortunately, previous research has concluded that U.S. business school students-tomorrow's executives who will make decisions that will impact their firms' international operations-have inadequate levels of international geographical knowledge.

This article compares the geographical knowledge of U.S. business school students to that of business school students in four countries: Ireland, Israel, Mexico, and South Korea. The sub-par performance exhibited by the U.S. students and the impact of six independent variables on global geographical knowledge are used to develop a number of pedagogical conclusions designed to enhance the international geographical knowledge of U.S. business school students and students in foreign business schools and overcome the antipathy toward this subject matter that apparently exists within business schools and their various external constituencies.     

Differential mortality and social security

Abstract This paper studies the normative problem of redistribution between individuals who differ in their lifespans. We discuss aspects related to the objective function and argue that aversion to multiperiod inequality should be taken into account. Then, we study the properties of the social optimum both with full information and with asymmetric information. We highlight the role of aversion to multiperiod inequality and show that it has substantial consequences on the design of Social Security schemes. In particular, we show that for a low (resp. high) aversion to multiperiod inequality, a negative (resp. positive) implicit tax rate on continued activity is desirable.     

The Dynamics of Poverty and the Promotion of Transition from Non‐Regular to Regular Employment in Japan: Economic Effects of Minimum Wage Revision and Job Training Support

Comparison between Japan and other advanced countries shows that the relative poverty rate is high in Japan, and that many of the poor households are those with a non‐regular worker. As for mobility between income classes, the proportion of households remaining in the poor class for a long period of time in Japan is close to the average for EU countries. The panel estimation of its effect on wages shows that the raising of the minimum wage is statistically significantly associated with an increase in wages of non‐regular workers, in particular, female, but does not seem to decrease employment. The result shows that for male non‐regular workers, firm‐provided training promotes their transition to regular employment, and that for female non‐regular workers, occupational training promotes their transition to regular employment at different firms.     

Do Teachers Matter? Measuring the Variation in Teacher Effectiveness in England*

Using a unique primary dataset for the UK, we estimate the effect of individual teachers on student outcomes, and the variability in teacher quality. This links 7,305 pupils to the individual teachers who taught them, in each of their compulsory subjects in the high‐stakes exams at age 16. We use point‐in‐time fixed effects and prior attainment to control for pupil heterogeneity. We find considerable variability in teacher effectiveness, a little higher than the estimates found in the few US studies. We also corroborate recent findings that observed teachers’ characteristics explain very little of the differences in estimated teacher effectiveness.     

A LONG‐RUN VIEW OF THE UNIVERSITY GENDER GAP IN AUSTRALIA*

Australian universities were first established in the 1850s, well before the introduction of compulsory schooling. From the middle of the twentieth century, the introduction of mass secondary school education and the expansion of the number of universities widened student access to universities. Subjects offered in higher education increased in scope and labour market discrimination diminished. These factors, together with supply‐side changes, meant that women were more easily able to shift into investing in skills. By 1987, Australian women were more likely than men to be enrolled at a university. These aggregate figures, however, disguise considerable heterogeneity across fields of study.     

Rising Food Prices and Household Welfare: Evidence from Brazil in 2008

Food price inflation in Brazil in the 12 months to June 2008 was 18%, whereas overall inflation was 7%. Using spatially disaggregated monthly data on consumer prices and two different household surveys, we estimate the welfare consequences of these food price increases, and their distribution across households. Because Brazil is a large food producer, with a predominantly wage‐earning agricultural labour force, our estimates include general equilibrium effects on market and transfer incomes, as well as the standard estimates of changes in consumer surplus. Although the expenditure (or consumer surplus) effects were large, negative and markedly regressive everywhere, estimates of the market‐income effect were positive and progressive, particularly in rural areas. Because of this effect on the rural poor, and of the partial protection afforded by increases in two large social assistance benefits, the overall impact of higher food prices in Brazil was U‐shaped, with middle‐income groups suffering larger proportional losses than the very poor. Nevertheless, as Brazil is 80% urban, higher food prices still led to a greater incidence and depth of poverty at the national level.     

Information and Communication Technology (ICT) and Singapore’s economic growth

Singapore’s remarkable success in economic development has been strongly associated with the country’s vigorous efforts to embrace the Information and Communication Technology (ICT) revolution to promote economic growth. This study provides a comprehensive investigation of the contributions of ICT to Singapore’s economic growth during the 1990–2008 period. It documents three key findings. First, there is a strong positive association between the intensity of ICT use and value-added and labor productivity growth at the sector level. Second, ICT investment contributed approximately 1 percentage point to Singapore’s GDP during 1990–2008, and its role in driving economic growth has become increasingly important over time. Third, the contribution of the ICT manufacturing sector to Singapore’s growth was notable, but it was on the decline and faced difficult restructuring challenges. This paper also provides valuable policy lessons and strategic insights for governments in both developed and developing countries that aspire to embrace ICT to promote economic growth.     

AN ANALYSIS OF THE IMPACT OF PEDAGOGIC INTERVENTIONS IN FIRST-YEAR ACADEMIC DEVELOPMENT AND MAINSTREAM COURSES IN MICROECONOMICS

This paper analyses the impact of pedagogic interventions in first-year academic development and mainstream courses in microeconomics on students' performance in the final examination. The data for six cohorts, covering the years 1999 and 2001-2005, are pooled, and the Heckman two-part procedure is used to account for those students who started the course but did not write the final examination. The results suggest that the pedagogic interventions have a positive impact on the performance of academic development students relative to the mainstream cohort and on the performance of mainstream students.