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Child Beliefs, Societal Beliefs, and Teacher-Student Identity Match. EdWorkingPaper No. 19-152

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Title: Child Beliefs, Societal Beliefs, and Teacher-Student Identity Match. EdWorkingPaper No. 19-152
Language: English
Authors: Alex Eble, Feng Hu, Annenberg Institute for School Reform at Brown University
Source: Annenberg Institute for School Reform at Brown University. 2019.
Availability: Annenberg Institute for School Reform at Brown University. Brown University Box 1985, Providence, RI 02912. Tel: 401-863-7990; Fax: 401-863-1290; e-mail: annenberg@brown.edu; Web site: https://annenberg.brown.edu/
Peer Reviewed: N
Page Count: 66
Publication Date: 2019
Document Type: Reports - Research
Education Level: Junior High Schools
Middle Schools
Secondary Education
Descriptors: Foreign Countries, Middle School Teachers, Middle School Students, Beliefs, Teacher Attitudes, Student Attitudes, Sex Stereotypes, Teacher Student Relationship, Teacher Characteristics, Student Characteristics, Self Efficacy
Geographic Terms: China
Abstract: Children routinely benefit from being assigned a teacher who shares an identity with them, such as gender or ethnicity. We study how student beliefs impact teacher-student gender match effects, and how this varies across subjects with different societal beliefs about differential ability by gender. A simple model of belief formation predicts that match effects will be larger for students who believe they are of low ability, and be greater in subjects with more salient societal beliefs. We test these using data from Chinese middle schools, exploiting random assignment of students to teachers. In China, many people believe boys are innately better than girls at math. We find that being assigned a female math teacher helps low-perceived-ability girls and slightly harms low-perceived-ability boys, with no effects for other children. In English and Chinese -- subjects with less salient societal beliefs -- these patterns persist but diminish. This yields policy implications for the assignment of teachers to students. [This work was supported by the Humanities and Social Science Fund of Ministry of Education of China and the National Natural Science Foundation of China.]
Abstractor: As Provided
Entry Date: 2025
Accession Number: ED670980
Database: ERIC
FullText Text:
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  Data: Child Beliefs, Societal Beliefs, and Teacher-Student Identity Match. EdWorkingPaper No. 19-152
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  Data: <searchLink fieldCode="AR" term="%22Alex+Eble%22">Alex Eble</searchLink><br /><searchLink fieldCode="AR" term="%22Feng+Hu%22">Feng Hu</searchLink><br /><searchLink fieldCode="AR" term="%22Annenberg+Institute+for+School+Reform+at+Brown+University%22">Annenberg Institute for School Reform at Brown University</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Annenberg+Institute+for+School+Reform+at+Brown+University%22"><i>Annenberg Institute for School Reform at Brown University</i></searchLink>. 2019.
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  Data: Annenberg Institute for School Reform at Brown University. Brown University Box 1985, Providence, RI 02912. Tel: 401-863-7990; Fax: 401-863-1290; e-mail: annenberg@brown.edu; Web site: https://annenberg.brown.edu/
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  Data: 66
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  Data: <searchLink fieldCode="EL" term="%22Junior+High+Schools%22">Junior High Schools</searchLink><br /><searchLink fieldCode="EL" term="%22Middle+Schools%22">Middle Schools</searchLink><br /><searchLink fieldCode="EL" term="%22Secondary+Education%22">Secondary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Middle+School+Teachers%22">Middle School Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Middle+School+Students%22">Middle School Students</searchLink><br /><searchLink fieldCode="DE" term="%22Beliefs%22">Beliefs</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Attitudes%22">Teacher Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Attitudes%22">Student Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Sex+Stereotypes%22">Sex Stereotypes</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Student+Relationship%22">Teacher Student Relationship</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Characteristics%22">Teacher Characteristics</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Characteristics%22">Student Characteristics</searchLink><br /><searchLink fieldCode="DE" term="%22Self+Efficacy%22">Self Efficacy</searchLink>
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  Label: Geographic Terms
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22China%22">China</searchLink>
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  Data: Children routinely benefit from being assigned a teacher who shares an identity with them, such as gender or ethnicity. We study how student beliefs impact teacher-student gender match effects, and how this varies across subjects with different societal beliefs about differential ability by gender. A simple model of belief formation predicts that match effects will be larger for students who believe they are of low ability, and be greater in subjects with more salient societal beliefs. We test these using data from Chinese middle schools, exploiting random assignment of students to teachers. In China, many people believe boys are innately better than girls at math. We find that being assigned a female math teacher helps low-perceived-ability girls and slightly harms low-perceived-ability boys, with no effects for other children. In English and Chinese -- subjects with less salient societal beliefs -- these patterns persist but diminish. This yields policy implications for the assignment of teachers to students. [This work was supported by the Humanities and Social Science Fund of Ministry of Education of China and the National Natural Science Foundation of China.]
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  Data: 2025
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PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=ED670980
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      – Text: English
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      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Middle School Teachers
        Type: general
      – SubjectFull: Middle School Students
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      – SubjectFull: Beliefs
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      – SubjectFull: Teacher Attitudes
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      – SubjectFull: Student Attitudes
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      – SubjectFull: Sex Stereotypes
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      – SubjectFull: Teacher Student Relationship
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      – SubjectFull: Teacher Characteristics
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      – SubjectFull: Student Characteristics
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      – SubjectFull: Self Efficacy
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      – SubjectFull: China
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      – TitleFull: Child Beliefs, Societal Beliefs, and Teacher-Student Identity Match. EdWorkingPaper No. 19-152
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