Gender Peer Effects on Students' Academic and Noncognitive Outcomes: Evidence and Mechanisms

49 Pages Posted: 28 Sep 2016 Last revised: 21 Nov 2019

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: August 8, 2016

Abstract

This paper examines gender peer effects on students’ academic and noncognitive outcomes. We use a nationally representative survey of middle school students in China and focus on schools that randomly assign students to classrooms. Our findings show that having a higher proportion of female peers in class improves students’ test scores and noncognitive outcomes, which include their social acclimation and general satisfaction in school. A further decomposition of channels suggests that teacher behavior, greater student effort, and the improved classroom environment are the primary channels through which peers’ gender influences student outcomes.

Keywords: peer effects; gender; noncognitive outcomes

JEL Classification: I21, J16, Z13

Suggested Citation

Gong, Jie and Lu, Yi and Song, Hong, Gender Peer Effects on Students' Academic and Noncognitive Outcomes: Evidence and Mechanisms (August 8, 2016). Available at SSRN: https://ssrn.com/abstract=2844628 or http://dx.doi.org/10.2139/ssrn.2844628

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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