Contextual characteristics and heterogeneity of female teacher supply – The case of public primary schools in Mexico

Abstract

The benefits of increasing cohorts of female teachers in terms of boosting gender equality in education systems of the global south is understood. Yet, there is a lack of country studies looking into the main determinants of female teacher uptake. Based on data for 60,000 primary schools in Mexico, we assess what is the role of municipalities and states behind female teacher supply variation and which are the characteristics shaping female teacher supply. We find that most of the heterogeneity occurs across municipalities and that contextual disadvantages of primary schools (be it multigrade, Indigenous schools, rural schools, or in zones with higher social lags) have all negative impacts on the prevalence of female teachers uptake.