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Gender Peer Effects on Students’ Academic and Noncognitive Outcomes: Evidence and Mechanisms

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  • Jie Gong
  • Yi Lu
  • Hong Song

Abstract

This study examines gender peer effects on students’ academic and noncognitive outcomes. We use a nationally representative survey of middle school students in China and focus on schools that randomly assign students to classrooms. Our findings show that having a higher proportion of female peers in class improves students’ test scores and noncognitive outcomes, which include their social acclimation and general satisfaction in school. A further decomposition of channels suggests that teacher behavior, greater student effort, and the improved classroom environment are the primary channels through which peers’ gender influences student outcomes.

Suggested Citation

  • Jie Gong & Yi Lu & Hong Song, 2021. "Gender Peer Effects on Students’ Academic and Noncognitive Outcomes: Evidence and Mechanisms," Journal of Human Resources, University of Wisconsin Press, vol. 56(3), pages 686-710.
    • Handle: RePEc:uwp:jhriss:v:56:y:2021:i:3:p:686-710
    Note: DOI: 10.3368/jhr.56.3.0918-9736R2
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