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- Publisher Website: 10.1086/696203
- Scopus: eid_2-s2.0-85045435184
- WOS: WOS:000434451900005
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Article: The effect of teacher gender on students’ academic and noncognitive outcomes
Title | The effect of teacher gender on students’ academic and noncognitive outcomes |
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Authors | |
Issue Date | 2018 |
Citation | Journal of Labor Economics, 2018, v. 36, n. 3, p. 743-778 How to Cite? |
Abstract | 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. |
Persistent Identifier | http://hdl.handle.net/10722/326154 |
ISSN | 2023 Impact Factor: 3.9 2023 SCImago Journal Rankings: 6.084 |
ISI Accession Number ID |
DC Field | Value | Language |
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dc.contributor.author | Gong, Jie | - |
dc.contributor.author | Lu, Yi | - |
dc.contributor.author | Song, Hong | - |
dc.date.accessioned | 2023-03-09T09:58:24Z | - |
dc.date.available | 2023-03-09T09:58:24Z | - |
dc.date.issued | 2018 | - |
dc.identifier.citation | Journal of Labor Economics, 2018, v. 36, n. 3, p. 743-778 | - |
dc.identifier.issn | 0734-306X | - |
dc.identifier.uri | http://hdl.handle.net/10722/326154 | - |
dc.description.abstract | 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. | - |
dc.language | eng | - |
dc.relation.ispartof | Journal of Labor Economics | - |
dc.title | The effect of teacher gender on students’ academic and noncognitive outcomes | - |
dc.type | Article | - |
dc.description.nature | link_to_subscribed_fulltext | - |
dc.identifier.doi | 10.1086/696203 | - |
dc.identifier.scopus | eid_2-s2.0-85045435184 | - |
dc.identifier.volume | 36 | - |
dc.identifier.issue | 3 | - |
dc.identifier.spage | 743 | - |
dc.identifier.epage | 778 | - |
dc.identifier.isi | WOS:000434451900005 | - |