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Gender achievement gaps among Chinese middle school students and the role of teachers’ gender
ARTICLE

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Economics of Education Review Volume 67, Number 1, ISSN 0272-7757 Publisher: Elsevier Ltd

Abstract

Based on a nationally representative data of middle school students from China, this paper intends to document gender performance gaps among middle school students in China and the role of teachers. gender in either reducing or perpetuating such gaps. We find substantial gender academic achievement gaps in favor of girls in all of the three main subject areas, although the sizes of the gaps are substantially smaller in math than in literacy. Exploiting the fact that middle school students in China are randomly assigned to classes, we then examine the impact of student-teacher gender match not only on academic performance, but also on students. self-perceived ability in each subject area and self-perceived interactions with the teacher teaching that subject. Our results suggest that teacher gender has little impact on boys. In contrast, having a female teacher noticeably improves girls. self-reported student-teacher interactions, self-perceived ability, and academic performance, although the effect is only robust and persists over time in the subject of math.

Citation

Xu, D. & Li, Q. (2018). Gender achievement gaps among Chinese middle school students and the role of teachers’ gender. Economics of Education Review, 67(1), 82-93. Elsevier Ltd. Retrieved March 30, 2020 from .

This record was imported from Economics of Education Review on March 1, 2019. Economics of Education Review is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.econedurev.2018.10.002

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