The Effect of Teacher Gender on Students' Academic and Noncognitive Outcomes

40 Pages Posted: 30 Sep 2016

See all articles by Jie Gong

Jie Gong

National University of Singapore (NUS) - Department of Business Policy

Yi Lu

National University of Singapore (NUS) - Department of Economics

Hong Song

Fudan University

Date Written: September 27, 2016

Abstract

This paper examines the role of teacher gender in education production. We extend student outcomes from traditionally focused academic achievement to noncognitive outcomes. Drawing on a representative survey of middle-school students and teachers in China, we focus on schools in which student-teacher assignments are random. Our results show that having a female teacher raises girls’ test scores and improves both their mental status and social acclimation relative to boys. We further find that the effect on test scores is larger for students whose parents are less educated or have migrated out. 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.

Keywords: Gender Difference, Teacher Gender, Noncognitive Skills

JEL Classification: I21, J16, Z13

Suggested Citation

Gong, Jie and Lu, Yi and Song, Hong, The Effect of Teacher Gender on Students' Academic and Noncognitive Outcomes (September 27, 2016). Available at SSRN: https://ssrn.com/abstract=2844270 or http://dx.doi.org/10.2139/ssrn.2844270

Jie Gong (Contact Author)

National University of Singapore (NUS) - Department of Business Policy ( email )

15 Kent Ridge Drive, Mochtar Riady Build
Singapore 117591, 119245
Singapore

Yi Lu

National University of Singapore (NUS) - Department of Economics ( email )

1 Arts Link, AS2 #06-02
Singapore 117570, Singapore 119077
Singapore
65-65166834 (Phone)

HOME PAGE: http://ylu6.weebly.com

Hong Song

Fudan University ( email )

600 Guoquan Road
Shanghai, 100045
China

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