000			01541nam a2200169 4500
999			_c509526 _d509526
008			190513b ||||| |||| 00| 0 eng d
100			_aAgyapong, Elijah _95469
245			_aRepresentative bureaucracy: examining the effects of female teachers on girls' education in Ghana
260			_c2018
300			_ap.1338-1350.
520			_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.
650			_aRepresentative bureaucracy - Ghana _95470
650			_aGirls education - Ghana _95471
773			_aInternational Journal of Public Administration
906			_aBureaucracy - Ghana
942			_2ddc _cAR