The Influence of Teacher Gender on Student Human Capital Development: An Empirical Study Based on Data from China Education Panel Survey

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Published Mar 27, 2023
DOI https://doi.org/10.15354/bece.23.ar036

Wenyan Liang  
Faculty of Education/Capital Institute for Economics of Education, Beijing Normal University, Beijing 100875, China

Abstract

Based on data from China Education Panel Survey, this article examined the impact of teacher gender on student human capital development at the junior secondary education level. The research findings showed that female teachers were more capable of promoting cognitive and non-cognitive ability development of both girl and boy students than their male counterparts; and that student cognitive and non-cognitive performance was significantly and negatively related to the increase in the percentages of male teachers in the class and school.

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Keywords

Teacher Gender, Gender Imbalance, Cognitive Ability, Non-Cognitive Ability, Human Capital Development

References
Heckman, J. J., Stixrud, J., & Urzua, S. (2006). The effects of cognitive and noncognitive abilities on labor market outcomes and social behavior. Journal of Labor Economics, 24(3):411 -482.

Zhai, C. C. (2013) Causes of teacher gender imbalance in basic education and countermeasures. Journal of the Chinese Society of Education, 2013(3):112-113.
How to Cite
Liang, W. (2023). The Influence of Teacher Gender on Student Human Capital Development: An Empirical Study Based on Data from China Education Panel Survey . Best Evidence in Chinese Education, 13(2), 1703–1707. https://doi.org/10.15354/bece.23.ar036
Issue
Vol. 13 No. 2 (2023)
Section
Article
Creative Commons License

This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.