Representative bureaucracy in challenging environments: Gender representation, education, and India

Dhillon, Anita and Meier, Kenneth J. ORCID: https://orcid.org/0000-0002-6378-0855 2022. Representative bureaucracy in challenging environments: Gender representation, education, and India. International Public Management Journal 25 (1) , pp. 43-64. 10.1080/10967494.2020.1802633

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Abstract

A bureaucracy representative of disadvantaged groups in a society has been linked to better outcomes for those groups in a wide variety of policy areas. Most of the empirical work identifying this link has used United States data, a highly conducive case for representation. Would the same relationship be seen in more challenging organizational and environmental contexts? Using the K-12 education context in India as a proxy for a challenging environment, this article examines how and when gender representation in K-12 schools leads to enhanced outcomes. We find a modest relationship between the presence of female teachers in a school and the academic outcomes of female students. Contextual factors both within the organization (more class days, longer teacher hours, and a smaller student to teacher ratio) and related to the external environment (infrastructure, rural location) enhance this association between teacher gender and student performance.

Item Type:	Article
Date Type:	Publication
Status:	Published
Schools:	Business (Including Economics)
Publisher:	Routledge
ISSN:	1096-7494
Funders:	none
Date of First Compliant Deposit:	28 January 2022
Date of Acceptance:	17 June 2020
Last Modified:	30 Nov 2024 20:30
URI:	https://orca.cardiff.ac.uk/id/eprint/147054

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