家长的数学-性别刻板印象与子女教育投入  

Parents'Gender-Math Stereotype and Children's Education Expenditure

作　　者：刘劼成 赵西亮[2] LIU Ji-cheng;ZHAO Xi-liang(School of Economics,Xiamen University;The Wang Yanan Institute for Studies in Economics,Xiamen University)

机构地区：[1]厦门大学经济学院 [2]厦门大学经济学院/王亚南经济研究院

出　　处：《教育经济评论》2024年第4期49-70,共22页China Economics of Education Review

基　　金：教育部人文社会科学规划项目“农村教育、教育回报和农村居民收入提升研究”(22YJA790092)。

摘　　要：“男生比女生更擅长学数学”的数学-性别刻板印象,是一种典型的性别刻板印象。本文利用中国教育追踪调查(CEPS)2013—2014学年基线数据和2014—2015学年追访数据,使用工具变量法研究了家长持有数学-性别刻板印象对子女教育投入的影响。研究发现,持有数学-性别刻板印象的家长与不认同刻板印象的家长相比,给女儿的家庭教育支出更高且更可能为女儿报名数学补习班;但这些女孩参加数学补习班的概率增加主要是由参加“补差”的普通数学班驱动的,参加“培优”的奥数班的概率反而更低。研究结论为消除刻板印象和缩小STEM领域性别差距提供了启示。Gender-math stereotype,that is“boys are better at learning mathematics than girls”,is one of the typical gender stereotypes.Using an instrumental variables approach based on Chinese Education Panel Survey(CEPS)of 2013/14 and 2014/15,this paper explores the effect of parents'gender-math stereotype on their children's education expenditure.We find that compared with those who do not agree with this stereotype,parents who hold such stereotype spend 41.9%more on educational expenditure for their daughters and are more likely to enroll their daughters in afterschool math classes.However,this increase in the probability of attending afterschool math classes is mainly driven by attending regular ones,while the probability of attending advanced ones decreases.Our conclusions have some implications for eliminating gender stereotypes and narrowing the gender gap in the STEM field.

关 键 词：数学-性别刻板印象 教育投入 性别差异 课外补习 

分 类 号：G521[文化科学—教育学]