The Effects of Teacher Gender Composition on Students’ Noncognitive Characteristics
利用中国初中生随机分配数据，研究发现混合性别教师团队能显著提升学生的非认知特征，机制包括团队运作更佳以及师生、教师与家长间的性别认同。
Previous studies have often emphasized the gender effects of individual teachers but have paid less attention to the gender composition of teacher teams. We examine the effects of teacher gender composition on the noncognitive characteristics of students by use of randomly assigned cross-sectional data of middle school students in China. Our results show that mixed-gender teacher teams significantly improve the noncognitive characteristics of students. The underlying mechanism analysis shows that both the better-functioning mixed-gender teams per se and the strong gender identification between teachers and students and between teachers and the parents of students could help explain how mixed-gender teacher teams affect the noncognitive characteristics of students.