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本文通过对男孩偏好程度的直接衡量,研究父母的男孩偏好程度对儿童的学习状况的影响。利用2000年在中国甘肃省农村基础教育调查的数据,本文研究发现,家长的男孩偏好越强,儿童的学习状况越差。在男孩偏好程度上一个标准差的增加会使孩子的语文和数学成绩分别减少1.05和1.01分(满分为100),而且使留级的概率增加9.99%(平均留级概率为22%)。本文进一步研究了男孩偏好对于儿童学习状况影响的作用渠道。研究发现,男孩偏好主要通过四种渠道影响儿童的学习状况,即家长的教育方式、母亲对儿童的教育期望、儿童对自己的教育期望、以及儿童的生活自信心。在控制了以上四种主要渠道之后,男孩偏好与儿童的教育状况不再有显著相关性。这四个渠道构成了男孩偏好对儿童的学习状况的影响机制。
In this paper, a direct measure of the degree of boy preference is used to study the impact of parental preferences on children’s learning outcomes. Using the data from the 2000 survey of basic education in rural areas in Gansu Province, China, this study found that the stronger the parents’ preference for boys, the worse the children’s learning. An increase of one standard deviation in boys’ preference level decreases children’s language and math scores by 1.05 and 1.01 respectively (out of 100), and increases the probability of rejoin by 9.99% (average retentive probability 22%). This article further explores the impact of boys’ preferences on children’s learning outcomes. The study found that boys’ preferences mainly affect the learning status of children through four channels: the parent’s education mode, mother’s expectation of children’s education, children’s own educational expectation and children’s self-confidence in life. After controlling for the above four main channels, there is no longer any significant correlation between boys’ preferences and children’s educational status. These four channels form the mechanism by which boys’ preferences affect the learning status of children.