Gender Representation and Student Performance: Representative Bureaucracy Goes to Korea

Abstract

The literature on representative bureaucracy argues that bureaucrats who reflect the diversity of citizens are more likely to be responsive to the public. Although substantial research has supported the claim, most studies are conducted in Western countries such as the United States, and the evidence from other contexts is extremely limited. This raises two important questions: Does the relationship remain valid in a centralized Asian country? If so, under what conditions does representative bureaucracy matter more? This study investigates these questions by using a data set on secondary education in South Korea. Findings suggest that female students perform better when they are taught by female teachers, which strengthens the external validity of the theory. The positive link between female teachers and female student performance is greater when teachers have more discretion and interact more with each other. However, value consensus weakens the relationship between gender representation and student performance. Clientele diversity matters in gender representation at the managerial level, but sector differences are not statistically supported. These findings illustrate the need to take both national and organizational contexts seriously in representative bureaucracy theory.