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Raising Aspirations of Boys and Girls through Role Models: Evidence from a Field Experiment
We analyse gender differences in children's aspirations and academic beliefs that affect their academic potential. We use administrative data on the test scores of a primary school in rural China and a novel survey instrument in the evaluation of a randomised controlled trial of a role-model intervention. Our intervention increases Chinese test scores by 0.116 standard deviations, which is driven by boys' 0.33–0.35 standard-deviation performance boost that persists into 1 year after thedoi:10.6084/m9.figshare.13312616.v1 fatcat:hnppqnzrhnhqtpi44f7ykl2l2u