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Urban Chinese Adolescents' Perspectives on Gender Roles and Differential Treatment: The Significance of Teachers and Schools.

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Title: Urban Chinese Adolescents' Perspectives on Gender Roles and Differential Treatment: The Significance of Teachers and Schools.
Authors: Yang, Rui1 (AUTHOR) rui.yang@nyu.edu, Li, Xuan2 (AUTHOR), Way, Niobe3 (AUTHOR), Cui, Lixian4 (AUTHOR), Yoshikawa, Hirokazu3 (AUTHOR), Chen, Xinyin5 (AUTHOR)
Source: Chinese Education & Society. Jan-Apr2026, Vol. 59 Issue 1/2, p29-51. 23p.
Subject Terms: *Teachers, *Urban schools, *Learning, *Gender stereotypes, *Teenagers, Gender role, Socialization, East Asians
Abstract: Emerging research has been exploring Chinese boys' and girls' upbringing in the complex and evolving gender landscape. However, most existing studies focus on adult perspectives, leaving a gap in understanding Chinese children's and adolescents' own experiences and reflections on their gendered upbringing. This study draws on semi-structured interviews with 20 urban Chinese adolescents (50% girls) to investigate how they conceptualize gender and how they come to these understandings. Results suggest that adolescents view school, instead of the family, as a central arena of their own gender socialization. While adolescents were aware of common gender stereotypes, they often resisted definitive conclusions about gender differences, except in the realm of social interactions, where girls were commonly criticized as indirect, and boys were praised for being direct—even when that directness involved aggressive behaviors. Moreover, gender-differential treatment by teachers was consistently reported across schools, with boys assigned more demanding tasks and treated more harshly, while girls were given lighter duties and treated with greater leniency. We discuss how schools reinforce gender norms, create unequal opportunities for skill and group role development for boys and girls, and contribute to the reproduction of unequal gendered power dynamics in the workplace, family, and society. [ABSTRACT FROM AUTHOR]
Copyright of Chinese Education & Society is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Label: Title
  Group: Ti
  Data: Urban Chinese Adolescents' Perspectives on Gender Roles and Differential Treatment: The Significance of Teachers and Schools.
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  Data: <searchLink fieldCode="AR" term="%22Yang%2C+Rui%22">Yang, Rui</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> rui.yang@nyu.edu</i><br /><searchLink fieldCode="AR" term="%22Li%2C+Xuan%22">Li, Xuan</searchLink><relatesTo>2</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Way%2C+Niobe%22">Way, Niobe</searchLink><relatesTo>3</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Cui%2C+Lixian%22">Cui, Lixian</searchLink><relatesTo>4</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Yoshikawa%2C+Hirokazu%22">Yoshikawa, Hirokazu</searchLink><relatesTo>3</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Chen%2C+Xinyin%22">Chen, Xinyin</searchLink><relatesTo>5</relatesTo> (AUTHOR)
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  Data: <searchLink fieldCode="JN" term="%22Chinese+Education+%26+Society%22">Chinese Education & Society</searchLink>. Jan-Apr2026, Vol. 59 Issue 1/2, p29-51. 23p.
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  Data: *<searchLink fieldCode="DE" term="%22Teachers%22">Teachers</searchLink><br />*<searchLink fieldCode="DE" term="%22Urban+schools%22">Urban schools</searchLink><br />*<searchLink fieldCode="DE" term="%22Learning%22">Learning</searchLink><br />*<searchLink fieldCode="DE" term="%22Gender+stereotypes%22">Gender stereotypes</searchLink><br />*<searchLink fieldCode="DE" term="%22Teenagers%22">Teenagers</searchLink><br /><searchLink fieldCode="DE" term="%22Gender+role%22">Gender role</searchLink><br /><searchLink fieldCode="DE" term="%22Socialization%22">Socialization</searchLink><br /><searchLink fieldCode="DE" term="%22East+Asians%22">East Asians</searchLink>
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Emerging research has been exploring Chinese boys' and girls' upbringing in the complex and evolving gender landscape. However, most existing studies focus on adult perspectives, leaving a gap in understanding Chinese children's and adolescents' own experiences and reflections on their gendered upbringing. This study draws on semi-structured interviews with 20 urban Chinese adolescents (50% girls) to investigate how they conceptualize gender and how they come to these understandings. Results suggest that adolescents view school, instead of the family, as a central arena of their own gender socialization. While adolescents were aware of common gender stereotypes, they often resisted definitive conclusions about gender differences, except in the realm of social interactions, where girls were commonly criticized as indirect, and boys were praised for being direct—even when that directness involved aggressive behaviors. Moreover, gender-differential treatment by teachers was consistently reported across schools, with boys assigned more demanding tasks and treated more harshly, while girls were given lighter duties and treated with greater leniency. We discuss how schools reinforce gender norms, create unequal opportunities for skill and group role development for boys and girls, and contribute to the reproduction of unequal gendered power dynamics in the workplace, family, and society. [ABSTRACT FROM AUTHOR]
– Name: AbstractSuppliedCopyright
  Label:
  Group: Ab
  Data: <i>Copyright of Chinese Education & Society is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1080/10611932.2025.2516455
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        Text: English
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        PageCount: 23
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      – SubjectFull: Teachers
        Type: general
      – SubjectFull: Urban schools
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      – SubjectFull: Learning
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      – SubjectFull: Gender stereotypes
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      – SubjectFull: Teenagers
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      – SubjectFull: Gender role
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      – SubjectFull: Socialization
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      – SubjectFull: East Asians
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      – TitleFull: Urban Chinese Adolescents' Perspectives on Gender Roles and Differential Treatment: The Significance of Teachers and Schools.
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            NameFull: Yang, Rui
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              M: 01
              Text: Jan-Apr2026
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              Y: 2026
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