Boys Do Not Benefit from Male Teachers in Their Reading and Mathematics Skills: Empirical Evidence from 21 European Union and OECD Countries

Autor/in	Helbig, Marcel
Titel	Boys Do Not Benefit from Male Teachers in Their Reading and Mathematics Skills: Empirical Evidence from 21 European Union and OECD Countries
Quelle	In: British Journal of Sociology of Education, 33 (2012) 5, S.661-677 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0142-5692
DOI	10.1080/01425692.2012.674782
Schlagwörter	Elementary School Students; Cross Cultural Studies; Cultural Differences; Program Effectiveness; Foreign Countries; Mathematics Skills; Males; Gender Issues; Reading Skills; Teacher Influence; Incidence; Females; Correlation; Grade 4; Gender Differences; Role Models; Language Usage; Teacher Characteristics; Student Characteristics; Class Size; Progress in International Reading Literacy Study; Trends in International Mathematics and Science Study + Suchen Sie Ihr Suchwort? Cultural comparison; Kulturvergleich; Kultureller Unterschied; Ausland; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Male; Männliches Geschlecht; Geschlechterfrage; Reading skill; Lesefertigkeit; Vorkommen; Weibliches Geschlecht; Korrelation; School year 04; 4. Schuljahr; Schuljahr 04; Geschlechterkonflikt; Identifikationsfigur; Sprachgebrauch; Klassengröße
Abstract	The prevalence of women in the teaching profession has been claimed by various scholars to be responsible for the low school performance among boys. Based on this claim there have been widespread calls for increasing the share of male teachers as a means of improving boys' school performance. There is, however, very little empirical evidence supporting the claim that boys do in fact benefit from being taught by male teachers. Drawing on data from the 2007 Trends in International Mathematics and Science Study and the 2006 Progress in International Reading Literacy Study, this paper examines the relationship between teacher gender and boys' and girls' respective school performance in a sample of 146,315 elementary school students from 21 countries. It finds that boys do not benefit from being taught by male teachers, neither in mathematics nor in reading. In some countries, however, girls seem to profit from being taught by female teachers. (Contains 2 notes and 4 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10