Teacher Gender and Students' Academic Outcomes in High School.
This paper examines the impact of teacher gender on students' test scores and academic track decisions at the high school level, exploiting the random assignment of students to teachers in China for identification. The results indicate that having a female teacher significantly improves test scores...
| Publicado en: | Southern Economic Journal Vol. 92; no. 3; pp. 743 - 763 |
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| Formato: | Artículo |
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Wiley-Blackwell
Jan2026
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ssf&AN=191181848&site=ehost-live header: @attributes: shortDbName: ssf uiTerm: 191181848 longDbName: Social Sciences Full Text (H.W. Wilson) uiTag: AN controlInfo: bkinfo: jinfo: jid: 00384038 SEJ jtl: Southern Economic Journal issn: 00384038 maglogo: N pubinfo: dt: Jan2026 vid: 92 iid: 3 pid: 480 pub: Wiley-Blackwell artinfo: ui: 191181848 10.1002/soej.70013 ppf: 743 ppct: 20 formats: tig: atl: Teacher Gender and Students' Academic Outcomes in High School. aug: au: Cao, Yuan affil: International School of Economics and Management, Capital University of Economics and Business, Beijing, China su: China Women teachers Human research subjects Class size Academic achievement Students High schools Test scoring sug: subj: Women teachers Human research subjects Class size Academic achievement Students High schools China Elementary and Secondary Schools Test scoring keyword: academic track gender gap random assignment academic track gender gap random assignment ab: This paper examines the impact of teacher gender on students' test scores and academic track decisions at the high school level, exploiting the random assignment of students to teachers in China for identification. The results indicate that having a female teacher significantly improves test scores for female students while negatively affecting male students. However, the presence of female teachers in science subjects does not increase the likelihood of female students enrolling in the high school science track in the short term. The effects of teacher gender on performance vary by class size and class gender composition, suggesting that teacher behavior, rather than role model effects, may be the primary driver of these outcomes. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: N holdings: @attributes: islocal: N |
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