01664nam a2200181   4500999001900000008004100019100002700060245010300087260000900190300001700199520098900216650004501205650003401250773005101284906002401335942001201359952011101371  c509526d509526190513b           ||||| |||| 00| 0 eng d  aAgyapong, Elijah95469  aRepresentative bureaucracy: examining the effects of female teachers on girls'  education in Ghana  c2018  ap.1338-1350.  aScholars 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.  aRepresentative bureaucracy - Ghana95470  aGirls education - Ghana95471  aInternational Journal of Public Administration  aBureaucracy - Ghana  2ddccAR  00102ddc40709383466aIIPAbIIPAd2019-05-13h41(16), Dec, 2018: p.1338-1350.pAR119686r2019-05-13yAR