摘要
基于中国教育追踪调查数据库,本文考察了教师性别对初中阶段学生人力资本的影响。研究发现:相比于男教师,女教师更能促进学生的认知和非认知能力发展;无论对于男生还是女生,女教师的优势都稳健存在;同时,随着班级以及学校中男教师占比的提高,学生的认知和非认知表现均显著下降。从教师资质和行为情感角度展开机制分析发现,女教师更能和学生建立起亲密的师生关系、更能让学生感受到教师的关注、更多地采用信息化教学方式以及更多地表扬学生,是她们相对男教师在促进学生人力资本发展的过程中表现更为优异的主要原因。本文回应了当前备受学术界和政策实践领域担忧的教师性别结构失衡问题,并为教师招聘政策的调整和专业发展活动的优化提供了启示。
Based on the database of the China Education Panel Survey(CEPS), this paper explores the impact of teachers’ gender on student human capital. The main findings are as follows: female teachers are better at improving the cognitive and non-cognitive skills of their students compared to male teachers. The above advantages of female teachers are robust for both boys and girls. Further, the higher the ratio of male teachers in a school or class, the lower the performance of students in cognitive and non-cognitive skills. Mechanism analysis from the perspective of teacher’s qualification, behavior and emotion shows that, main reasons for the advantage of female teachers in improving students’ human capital lie in that, female teachers are better at building close friendship with students, making students’ feel teachers’ attentions, adopting informational teaching technology, as well as praising students more frequently. This study responds to the gender imbalance of teachers in elementary education, which is of high concern to the academic and policy practice communities, and provides implications for refining policies for teacher recruitment as well as for improving professional development activities.
作者
梁文艳
李涛
何茜
Wenyan Liang;Tao Li;Qian He(Faculty of Education/Capital Institute for Economics of Education,Beijing Normal University,Beijing 100875;Institute of Higher Education,Shanghai University of Finance and Economics,Shanghai 200433)
出处
《教育与经济》
CSSCI
北大核心
2022年第6期35-44,共10页
Education & Economy
基金
北京社科基金项目(21JCC21)
北京师范大学一流学科项目(YLXKPY-ZYSB202207)的成果。
关键词
教师性别
性别结构失衡
认知能力
非认知能力
人力资本发展
teachers’gender
gender imbalance
cognitive skills
non-cognitive skills
human capital development
