Please use this identifier to cite or link to this item: http://hdl.handle.net/10419/229981
Authors: 
Chu, Shuai
Zeng, Xiangquan
Zimmermann, Klaus F.
Year of Publication: 
2020
Series/Report no.: 
ZEF Discussion Papers on Development Policy No. 303
Abstract: 
Non-cognitive abilities are supposed to affect students' educational performance, who are challenged by parental expectations and norms. Using standard econometric techniques, parental gender stereotypes are shown to strongly decrease student wellbeing in China. Students are strongly more depressed, feeling blue, unhappy, not enjoying life and sad while parental education does not matter. The relationships though dealing with a gender-specific issue do not exhibit gender-specific differences: Neither does it matter who the parent is, nor whether the kid concerned is a boy or a girl. Parental stereotypes may undermine girls' selfconfidence and make them more prone to anxiety and other mental health issues. For boys, stronger stereotypes may indicate higher expectations and pressures, which also generate negative emotions.
Subjects: 
Gender identity
gender stereotypes
student wellbeing
non-cognitive abilities
mental health
subjective wellbeing
JEL: 
I12
I26
I31
J16
Document Type: 
Working Paper

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