01541nam a2200169 4500 509526 509526 190513b ||||| |||| 00| 0 eng d Agyapong, Elijah 5469 Representative bureaucracy: examining the effects of female teachers on girls' education in Ghana 2018 p.1338-1350. Scholars have examined representative bureaucracy as a viable means to make the bureaucracy more responsive to citizens in a democratic society. The theory argues that a diverse public service that mirrors the social demographics of its population in terms of gender, race, and ethnicity (passive representation) is more likely to be responsive to the needs of all citizens (active representation). Although a substantial body of empirical research exists, a comparative understanding of the theory is lacking in Africa. This study expands the empirical research on the theory to Ghana. It investigates whether passive representation of female teachers makes the education bureaucracy more responsive to girls. The analysis of a nationally representative data set on senior high schools (SHS) within the 216 districts of Ghana revealed that increasing the presence of female teachers is positively associated with the performance of girls on math and science exit exams. - Reproduced. Representative bureaucracy - Ghana 5470 Girls education - Ghana 5471 International Journal of Public Administration Bureaucracy - Ghana ddc AR 0 0 ddc 0 0 383466 IIPA IIPA 2019-05-13 41(16), Dec, 2018: p.1338-1350. AR119686 2019-05-13 AR