权利传递：有效合作、跨性别接触与学生成绩
Transmitting Rights: Effective Cooperation, Inter-gender Contact, and Student Achievement
American Economic Journal: Economic Policy · 2025 · [{"name": "Sultan Mehmood", "affiliation": ["New Economic School"]}, {"name": "Shaheen Naseer", "affiliation": ["University of Oxford"]}, {"name": "Daniel L. Chen", "affiliation": ["Toulouse School of Economics"]}]
中文摘要
我们提供了巴基斯坦教师向学生传递性别态度的实验证据。我们随机向教师展示一则支持女性权利的视觉叙事。处理组教师提高了自身及其学生对女性权利的支持、在性别内隐联想测验（IAT）中的无偏性, 以及向议会请愿以争取更大性别平等的意愿。学生与异性之间的协调与合作有所改善。当教师讲授性别权利课程时, 上述效应更大。对于被分配组成混合性别学习小组、并接受强化项目（视觉叙事与课程）处理的班级, 数学成绩有所提高; 而在同性学习小组中则未出现这一效应。性别态度是可传递的, 且合作改善了学生的成果。（JEL I21, I28, J16, K38, O15）
Abstract
We provide experimental evidence of teacher-to-student transmission of gender attitudes in Pakistan. We randomly show teachers a pro-women’s rights visual narrative. Treated teachers increase their and students’ support for women’s rights, unbiasedness in gender implicit association tests (IATs), and willingness to petition parliament for greater gender equality. Students improve coordination and cooperation with the opposite gender. Effects are larger when teachers teach a gender-rights curriculum. Mathematics achievement increases for classrooms assigned to form mixed-gender study groups treated with an intense program (visual narrative and curriculum), while absent in same-sex study groups. Gender attitudes are transmissible and cooperation improves student outcomes. (JEL I21, I28, J16, K38, O15)