The effects of parents' gender stereotypes on children's maths performance

被引：0

作者：

Li, Changhong ^{[1
]}

Lin, Wenlian ^{[2
]}

Deng, Lanfang ^{[3
]}

Li, Hongyi ^{[4
]}

机构：

[1] Jinan Univ, Sch Econ, Guangzhou, Peoples R China

[2] Chinese Univ Hong Kong, Sch Management & Econ, Shenzhen, Peoples R China

[3] South China Normal Univ, Sch Econ & Management, Guangzhou, Peoples R China

[4] Chinese Univ Hong Kong, Business Sch, Hong Kong, Peoples R China

来源：

APPLIED ECONOMICS | 2024年

基金：

美国国家科学基金会;

关键词：

Gender stereotypes; academic performance; intergenerational transmission; cognitive skills; D13; I24; J16; INTERGENERATIONAL TRANSMISSION; OUTCOMES EVIDENCE; ATTITUDES; ACHIEVEMENT; TECHNOLOGY; PSYCHOLOGY; PREFERENCE; ECONOMICS; ABILITY; LABOR;

D O I：

10.1080/00036846.2024.2302928

中图分类号：

F [经济];

学科分类号：

02 ;

摘要：

The role of gender stereotypes in students' academic performance attracts increasing attention among economists. In this paper, we explore how gender stereotypes among parents can affect students' maths performance. Using the data on junior high school students from the China Education Panel Survey, we find that when parents believe boys to be better than girls in maths, such a gender stereotype results in perceived difficulty in maths and poor maths performance among girls. Parental gender stereotyping does not change their allocation of educational resources, but rather shapes girls' gender stereotypes and thereby lowers their academic performance. In contrast, we do not find any significantly negative effects of parental gender role stereotypes among boys.

引用

页数：20

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