性别刻板印象与初中学生数学成绩的性别差异——基于 CEPS数据的实证分析  

Gender Stereotype and the Gender Gap in Math Performance:An Empirical Research Based on CEPS Data

作　　者：朱敏[1] 高曼 ZHU Min;GAO Man(Business School,Beijing Normal University;Business School,Beijing Information Science and Technology University)

机构地区：[1]北京师范大学经济与工商管理学院 [2]北京信息科技大学商学院

出　　处：《教育经济评论》2024年第4期71-89,共19页China Economics of Education Review

基　　金：教育部人文社科项目“数字经济发展对代际收入流动性的影响:机制、效应与政策研究”(23YJC790028);全国教育科学“十三五”规划课题“基础教育公共投入、家庭教育投资与社会代际流动的关系研究”(CFA190254)。

摘　　要：男女在数学方面的差异是近年来教育经济学广泛关注的一个问题。本文利用中国教育追踪调查(CEPS)数据,探讨“男生比女生更擅长数学”这一性别刻板印象对初中阶段男女生数学成绩的不同影响。研究发现,女生数学平均成绩高于男生。但是,持有“男生比女生更擅长数学”这一性别刻板印象的女生比不持有这一性别刻板印象的女生数学成绩显著更低,而认为“男生比女生更擅长数学”的男生比不持有这一性别刻板印象的男生数学成绩显著更高。进一步的机制分析发现,性别刻板印象主要通过影响对数学学习能力的自我认知和对数学学习的期望影响数学成绩。此外,本文还发现父母与子女的性别刻板印象高度相关。研究结论对于理解教育领域性别差异,促进性别平等,增进教育公平具有一定参考价值。The difference between males and females in mathematics has received wide attention in the field of educational economics in recent years.By using the 2014 China Education Panel Survey,this paper tries to investigate whether holding gender stereotype regarding math performance affects the math performance of girls and boys in middle school.We find that even though girls outperform boys in math test scores on average,female students having the gender stereotype have significantly lower math test scores than those without such stereotype.Exploring potential channels,we find that gender stereotypes mainly affect math performance by influencing self-perception of math learning ability and expectations for math.Furthermore,we find students'gender attitude is highly correlated with their parents.The research findings have certain reference value for understanding gender differences in the field of education,promoting gender equality,and enhancing educational equity.

关 键 词：性别刻板印象 数学成绩 性别差异 教育公平 

分 类 号：C913.14[经济管理] G633.6[社会学]