Please use this identifier to cite or link to this item: https://doi.org/10.1086/696203
Title: The effect of teacher gender on students’ academic and noncognitive outcomes
Authors: Gong, J 
Lu, Y 
Song, H
Keywords: Gender Difference
Teacher Gender
Noncognitive Skills
Issue Date: 1-Jul-2018
Publisher: University of Chicago Press
Citation: Gong, J, Lu, Y, Song, H (2018-07-01). The effect of teacher gender on students’ academic and noncognitive outcomes. Journal of Labor Economics 36 (3) : 743-778. ScholarBank@NUS Repository. https://doi.org/10.1086/696203
Abstract: © 2018 by The University of Chicago. All rights reserved. This paper examines the role of teacher gender in education production. We extend student outcomes from traditionally focused academic achievement to noncognitive outcomes. Using a representative survey of middle school students in China, we focus on schools where student-teacher assignments are random. Our results show that having a female teacher raises girls’ test scores and improves their mental status and social acclimation relative to those of boys. There is evidence that female teachers provide feedback differently to girls and boys and that having a female teacher alters girls’ beliefs about commonly held gender stereotypes and increases their motivation to learn.
Source Title: Journal of Labor Economics
URI: https://scholarbank.nus.edu.sg/handle/10635/155078
ISSN: 0734-306X
1537-5307
DOI: 10.1086/696203
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