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Parental Gender Stereotypes and Student Well‐Being in China

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  • Shuai Chu
  • Xiangquan Zeng
  • Klaus F. Zimmermann

Abstract

A prominent gender stereotype claims that “boys are better at learning mathematics than girls.” Confronted with such a parental attitude, how does this affect the well‐being of 11‐ to 18‐year‐old students in Chinese middle schools? Although well‐being has often been shown to be not much gender‐diverse, the intergenerational consequences of such stereotypes are not well studied. Expecting too much from boys and too little from girls might damage self‐esteem among school kids. Using large survey data covering districts all over China reveals that one‐quarter of the parents agree with the math stereotype. It is shown that this has strong detrimental consequences for the offspring's well‐being. Students are strongly more depressed, feeling blue, unhappy, not enjoying life, and sad with no male–female differences, whereas parental education does not matter for this transfer. Various robustness tests including other than math stereotypes and an IV analysis confirm the findings. Moderating such effects, which is in line with societal objectives in many countries, not only supports gender equality but also strengthens the mental health of children.

Suggested Citation

  • Shuai Chu & Xiangquan Zeng & Klaus F. Zimmermann, 2025. "Parental Gender Stereotypes and Student Well‐Being in China," Kyklos, Wiley Blackwell, vol. 78(2), pages 346-366, May.
    • Handle: RePEc:bla:kyklos:v:78:y:2025:i:2:p:346-366
    DOI: 10.1111/kykl.12421
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    More about this item

    JEL classification:

    • I12 - Health, Education, and Welfare - - Health - - - Health Behavior
    • I26 - Health, Education, and Welfare - - Education - - - Returns to Education
    • I31 - Health, Education, and Welfare - - Welfare, Well-Being, and Poverty - - - General Welfare, Well-Being
    • J16 - Labor and Demographic Economics - - Demographic Economics - - - Economics of Gender; Non-labor Discrimination

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