 Gender achievement gaps among Chinese middle school students and the role of teachers’ genderDi Xu and Qiujie Li Economics of Education Review, 2018, vol. 67, issue C, 82-93 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. Keywords: Gender achievement gaps; Random assignment; student-teacher interaction; CEPS (search for similar items in EconPapers) Downloads: (external link) Related works: Export reference: BibTeX RIS (EndNote, ProCite, RefMan) HTML/Text Persistent link: https://EconPapers.repec.org/RePEc:eee:ecoedu:v:67:y:2018:i:c:p:82-93 DOI: 10.1016/j.econedurev.2018.10.002 Access Statistics for this article Economics of Education Review is currently edited by E. Cohn More articles in Economics of Education Review from Elsevier |
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