陆毅, Jie Gong, and Hong Song, “The Effect of Teacher Gender on Student's Academic and Noncognitive Outcomes”, Journal of Labor Economics, forthcoming.
This paper examines the role of teacher gender in education production. We extend student outcomes from traditionally focused academic achievement to noncognitive outcomes. Drawing on a representative survey of middle-school students and teachers in China, we focus on schools in which student-teacher assignments are random. Our results show that having a female teacher raises girls’ test scores and improves both their mental status and social acclimation relative to boys. We further find that the effect on test scores is larger for students whose parents are less educated or have migrated out. 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.