The Impact of Teacher Gender on Students’ Academic Performance: Evidence from China

DOI

10.2991/978-2-38476-146-3_36How to use a DOI?

Keywords

gender gaps urban-rural gaps student-teacher interaction

Abstract

This research focuses on gender gaps and urban-rural gaps as two aspects that educational inequality is expressed in many areas. To close the achievement gap, this research is to examine the impact of same-sex teachers on pupils. I used data from roughly 20000 Chinese students who were chosen at random from 2013 to 2014, with the data being derived from the China Education Panel Survey. And 12730 students made up the final sample of my study after data cleaning. The results show that female teachers have no significant impact on the three subjects of female students, and no significant impact on the performance of male students is found when male teachers are involved. There is no substantial evidence to prove that same-sex teachers have a positive impact on students’ performance. At the same time, the conclusion shows that female teachers have no significant impact on the performance of the other two subjects except for the English performance of female rural students, which is significantly improved by 1.342 points.

Copyright

© 2023 The Author(s)

Open Access

Open Access This chapter is licensed under the terms of the Creative Commons Attribution-NonCommercial 4.0 International License (http://creativecommons.org/licenses/by-nc/4.0/), which permits any noncommercial use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license and indicate if changes were made.

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TY  - CONF
AU  - Jiechen Feng
PY  - 2023
DA  - 2023/11/29
TI  - The Impact of Teacher Gender on Students’ Academic Performance: Evidence from China
BT  - Proceedings of the 2023 8th International Conference on Modern Management and Education Technology (MMET 2023)
PB  - Atlantis Press
SP  - 323
EP  - 333
SN  - 2352-5398
UR  - https://doi.org/10.2991/978-2-38476-146-3_36
DO  - 10.2991/978-2-38476-146-3_36
ID  - Feng2023
ER  -