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

Jie Gong, Yi Lu and Hong Song

Journal of Human Resources, 2021, vol. 56, issue 3, 686-710

Abstract: This study 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.

Date: 2021
Note: DOI: 10.3368/jhr.56.3.0918-9736R2
References: Add references at CitEc
Citations: View citations in EconPapers (35)

Downloads: (external link)
http://jhr.uwpress.org/cgi/reprint/56/3/686
A subscription is required to access pdf files. Pay per article is available.

Related works:
This item may be available elsewhere in EconPapers: Search for items with the same title.

Export reference: BibTeX RIS (EndNote, ProCite, RefMan) HTML/Text

Persistent link: https://EconPapers.repec.org/RePEc:uwp:jhriss:v:56:y:2021:i:3:p:686-710

Access Statistics for this article

More articles in Journal of Human Resources from University of Wisconsin Press
Bibliographic data for series maintained by ().