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

By Jie Gong, Yi Lu, Hong Song. Journal of Labor Economics, 2017

187 citations recorded by the source corpus.

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.

Subfields: Education, Gender Studies

View Paper: https://www.semanticscholar.org/paper/f7325c7404c703a93164703daa01eb264b155671

How researchers see this paper

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In Education

1. Yaojing Wang
2. Pierre Mouganie

Citations in the corpus

• High-Performing Peers and Female STEM Choices in School (2020, background): “Similarly, Gong, Lu, and Song (2018) find that having a female teacher improves girls’mental status and acclimation relative to those of boys.”
• Gender Peer Effects on Students’ Academic and Noncognitive Outcomes (2019, unknown): “Gong et al. (2018) use the same research setting to investigate the effect of teacher’s gender on student outcomes.”