Can the teacher's gender explain the 'boy crisis' in educational attainment?

Autor/inn/en	Neugebauer, Martin; Helbig, Marcel; Landmann, Andreas
Institution	Mannheimer Zentrum für Europäische Sozialforschung
Titel	Can the teacher's gender explain the 'boy crisis' in educational attainment? Gefälligkeitsübersetzung: Kann das Geschlecht der Lehrer die Krise der Jungen im Bereich der Bildungsleistungen erklären?
Quelle	Mannheim: Mannheimer Zentrum für Europ. Sozialforschung (2010), 27 S. PDF als Volltext kostenfreie Datei Link als defekt meldenVerfügbarkeit
Reihe	Arbeitspapiere / Mannheimer Zentrum für Europäische Sozialforschung. 133
Beigaben	Illustrationen
Zusatzinformation	Inhaltsverzeichnis
Sprache	englisch
Dokumenttyp	online; gedruckt; Monographie; Graue Literatur
ISSN	1437-8574
Schlagwörter	Bildung; Bildungschance; Bildungsmotivation; Bildungsniveau; Junge; Frau; Geschlechterbeziehung; Bildung; Deutschland; Frau; Geschlecht; Junge; Lehrer; Mädchen; Schüler; Schule; Schulerfolg; Bildungsniveau; Schülerin; Bildungsertrag; Bildungsertrag; Schule; Lehrer; Schüler; Schülerin; Schulerfolg; Geschlecht; Geschlechtsspezifik; Mädchen; Deutschland
Abstract	"Trend statistics reveal a striking reversal of a gender gap that has once favoured males: girls have surpassed boys in many aspects of the educational system. At the same time, the share of female teachers has grown in almost all countries of the western world. There is an ongoing, contentious debate on whether the gender of the teacher can account, in part, for the growing educational disadvantage of males. Findings have been mixed, so the issue remains unresolved. In this study, we use large-scale data from IGLU-E, an expansion of the Progress in International Reading Literacy Study (PIRLS) in Germany, to estimate whether there is a causal effect of having a same-sex teacher on student outcomes. The students in the sample were tested and interviewed at the end of fourth grade and have been taught by the same teacher for at least 2 years up to 4 years. This is a major advantage, because it can be assumed that substantial teacher-gender effects only occur after a certain time of exposure to a same-sex or other-sex teacher. We estimate effects for typical 'female' subjects and typical 'male' subjects as well as for different student outcomes ('gender-blind' test scores and more subjective teacher's grades). We find virtually no evidence of a benefit from having a same-sex teacher, neither for boys nor for girls. These findings suggest that the popular call for more male teachers in primary school is not the key to tackle the growing disadvantage of boys." (author's abstract).
Erfasst von	GESIS - Leibniz-Institut für Sozialwissenschaften, Mannheim
Update	2011/1