Bitte verwenden Sie diesen Link, um diese Publikation zu zitieren, oder auf sie als Internetquelle zu verweisen: http://hdl.handle.net/10419/229981
Autoren: 
Chu, Shuai
Zeng, Xiangquan
Zimmermann, Klaus F.
Datum: 
2020
Schriftenreihe/Nr.: 
ZEF Discussion Papers on Development Policy No. 303
Zusammenfassung: 
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.
Schlagwörter: 
Gender identity
gender stereotypes
student wellbeing
non-cognitive abilities
mental health
subjective wellbeing
JEL: 
I12
I26
I31
J16
Dokumentart: 
Working Paper

Datei(en):
Datei
Größe
336.49 kB





Publikationen in EconStor sind urheberrechtlich geschützt.