Unmasking the myth of the same-sex teacher advantage.

Autor/inn/en	Neugebauer, Martin; Helbig, Marcel; Landmann, Andreas
Titel	Unmasking the myth of the same-sex teacher advantage.
Quelle	In: European sociological review, 27 (2011) 5, S. 669-689Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Link als defekt meldenVerfügbarkeit
Beigaben	Literaturangaben
Zusatzinformation	Forschungsdaten, Studiendetails und Erhebungsinstrumente (1) Forschungsdaten, Studiendetails und Erhebungsinstrumente (2)
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	0266-7215; 1468-2672
DOI	10.1093/esr/jcq038
URN	urn:nbn:de:0111-opus-79552
Schlagwörter	Bildungsforschung; Empirische Untersuchung; Sekundäranalyse; Junge; Grundschule; Lehrer; Lehrerin; Schülerleistung; Benachteiligung; Geschlechtsspezifik; 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. In this study, we use large-scale data from IGLU-E, an expansion of PIRLS in Germany, to estimate whether there is a causal effect of having a same-sex teacher on student outcomes. We estimate effects for typical 'female' subjects and typical 'male' subjects as well as for different student outcomes (objective 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. (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2013/4