An Analysis Of The Heterogeneity Of Gender Differences In Academic Performance Among Students In Tibetan Areas

The global industrial transfer has highlighted the advantages of China's economies of scale and demographic dividends.After the rapid development of the past 40 years,China's economy has also reached the historical threshold of industrial upgrading,the so-called new normal economy.Looking into the future,the road ahead is long and the era of mobile Internet is changing drastically.Artificial intelligence is ready to go.Looking back,in the past,the contradictions is obvious and economic prosperity have not covered the growing inequality.In the past,the rough economic model was no longer suitable for future development,and the urban-rural gap and the east-west gap were urgently needed to be bridged.Under such an era,only by raising the level of human capital and developing high-end knowledge-intensive industries can the economy continue to grow healthily and sustainably.To raise the level of human capital,investing in education is the best choice.Based on the strong economic foundation,the developed coastal regions have developed education very well and the education concept is very modern.Inland rural areas still have a long way to go.As far as many remote ethnic minority mountain areas are concerned,they are basically still blank,Qinghai Yushu Tibetan Autonomous Prefecture is such an area.It is not only the status quo of education is little known,but because of the influence of religion and bad weather from generation to generation,it has formed a unique culture of the region,which is different from the long tradition of male and female ancestry in the history of other regions.At least in life and work,gender differences in Tibetan areas is not obvious.Then,is there any difference in learning due to gender differences that exists widely in other regions?Does Tibet also exist?In this study,the REAP team used data from field surveys in Yushu "Health Dream" project from August 2016 to September 2016 in 5 counties and cities,54 primary and secondary schools and 6656 students in the Tibetan area of Yushu.,individual basic information,family circumstances,school conditions,students'physical health,housework status,mental health status,etc.The statistical software Stata14 was used to clean up the variables related to the study.First,a descriptive analysis was performed on the overall situation of mathematics achievement of primary and middle school students in Tibetan areas.Then the gender differences of achievements were described from multiple dimensions.Finally,establish a model for empirical analysis,starting from the physiological differences and gender stereotype theory of social gender,select the relevant exogenous and endogenous variables that may affect the academic performance,and look for possible causes of gender differences.In a theoretical sense,the theory of gender stereotypes has been confirmed to some extent.Unlike in other places,there is no significant difference in the status of men and women in life and work in Tibetan areas,but there are still gender differences in the academic performance of students,but the difference is not as large as in other regions.Therefore,it can be considered that students will indeed have gender differences in academic performance due to physiological differences,but gender stereotypes will exacerbate this difference.In practical terms,the topic of gender gap in academic performance of primary and middle school students has been studied in the Tibetan areas.Specifically,the following conclusions have been drawn:1.Primary and secondary school students in Tibetan areas are still relatively backward in academic performance.Compared with other western provinces such as Shaanxi and Gansu,Qinghai Yushu Tibetan students have low scores.2.In terms of gender differences,there are significant gender differences in student academic performance,but the difference is not as large as in other regions.Male students score 0.048 standard deviations better than female students.In terms of grades,this is particularly evident in elementary school.This difference is no longer significant in the junior middle school period.In terms of residential students and non-residential students,there are significant gender differences in residential students.There is no significant difference in gender at non-residential students.According to the types of households,both boy students in urban and rural areas have better scores than girl students,but gender differences are not significant.From the point of view of father's education,there is no significant gender for students whose fathers have a primary education level or above.Differences,while students whose fathers did not attend school showed significant gender differences in their math scores;from the point of view of mother's education,no significant gender differences existed among students regardless of their mother's education level.3.In order to find the reasons that may cause this gender difference,the author introduces exogenous variables such as individual factors,family factors,and school factors into the model according to the theory of gender stereotype.It also finds that the factors that significantly affect students' math performance are household assets and the math teacher's ability.The superior family economic conditions are conducive to the improvement of students' academic performance.With the increase in the mathematics teacher's teaching age,the students' grades will also become better,and the mathematics teacher's education level will have a significant negative impact on student achievement.This is noteworthy as unique in Tibetan areas.phenomenon.Factors such as the number of students in the school and class and the titles of math teachers have little influence on student performance.It seems that the number of students is not a key factor affecting students.Teacher resources are the key factor in improving student performance,but in remote Tibetan areas,The ranking of seniority is very common.It can be seen from the fact that the title of teachers does not have a significant effect on student achievement.Teachers with junior college education and above are mostly young teachers.In general,their ability are relatively strong but their teaching age is relatively short.The disadvantages that caused them to appear to be contradictory,but in the most reasonable sense,that is,at the beginning of the work,they did not pay enough attention to the work.On the other hand,they work hard after stabilized and their capabilities were brought into work.In addition,in order to find endogenous causes that may cause this gender difference,according to the physiological reasons and gender stereotype theory,the author introduces the possibility of physical health,number of younger brothers and sisters,anxiety/depression,self-esteem scale,etc.in the model.The endogenous variables of the regression analysis showed that these factors may have a significant impact on student achievement,but it is not the cause of gender differences in student achievement.Based on the above conclusions,the author gives the following suggestions:1.To build an excellent team of teachers.Introduce high-quality teacher groups from outside,and it is best for them to take root locally;it can also focus on training and improving the teaching capacity of local teachers.2.Formulate a pay system that is open and transparent,acts according to rules,and speaks with ability.3.The impact of economic factors on education is still significant.It is necessary to accelerate economic development at any time.