Teachers' Gender Stereotypes and Student Achievement: Evidence From Rural China

• In Event: Measurement and Instrument Development in Survey Research

Abstract

In this paper, we estimate the effect of teachers' math-specific gender stereotypes on middle school students' math test scores in rural China. We draw on a panel dataset collected by the authors of more than 25000 students from 300 rural middle schools in central China. For identification, we rely on a natural experiment where students are allocated to teachers randomly. Entirety, we find that teachers’ gender stereotypes don't have a significant impact on girls’ math achievement. However, girls' math performance suffers when they are taught by male teachers with gender bias.

Author

• Yukun Cui, East China Normal University
  Presenting Author