Dissertation title Gender, Dropout, and Academic Performance at UFRN: Evidence on Gender Differences and the Teacher Role Model Effect
Dropout; Higher Education; Survival Analysis; Role Models.
The work is composed of two essays. The first investigates how gender and type of course influence the risk of dropout in higher education, considering students from the Federal University of Rio Grande do Norte (UFRN) who enrolled between 2015 and 2019. Courses were classified according to their female or male predominance, based on the proportion of incoming students by sex. Survival analysis was used to estimate the probabilities of persistence in the courses. The results show that women have a higher probability of completing or remaining in their programs, regardless of the gender predominance in the field. This advantage is more pronounced in male-dominated courses. The second essay aims to investigate how gender matching between professors and students affects the academic performance of UFRN undergraduate students in first-semester courses between 2015 and 2019. The study is based on the hypothesis that gender correspondence between instructors and students positively impacts academic performance, especially in fields where one gender is underrepresented.