ERIC Number: ED171387
Record Type: RIE
Publication Date: 1978
Reference Count: 0
Do Male Teachers in the Early School Years Make a Difference? A Review of the Literature.
Gold, Dolores; Reis, Myrna
This literature review examines the influence of teacher gender on child behavior and development from nursery school through the later elementary school grades. Implications of social learning and cognitive theories of gender identification and development are explored, and several studies of the effects of male teachers on students, as well as anecdotal reports, are critically reviewed. Design limitations of many of the studies are pointed out. A few studies of nursery and kindergarten children indicate that male teachers may positively affect boys' perceptions of spatial relations, attitudes, perception of teacher and school environment, sex-role identification, and behavior. Only one of the reviewed studies of early elementary school children provided significant or unconfounded positive findings. Among later elementary school students, male teachers were found to have positively influenced boys' reading vocabulary, comprehension, arithmetic reasoning, mathematical problem solving, teacher-pupil identification, school related self-concepts, perception of teacher-student relationship and consensual view of school. In later elementary grades, male teachers may positively influence boys' masculine sex-role preference and lower psychological effeminancy scores. Overall, few findings indicate that the presence of male teachers provides significant and important benefits. Many other variables may be more important. (Author/RH)
Descriptors: Academic Ability, Academic Achievement, Behavior, Children, Development, Elementary School Students, Elementary School Teachers, Females, Literature Reviews, Males, Preschool Children, Preschool Teachers, School Attitudes, Sex Role, Socialization, Student Characteristics, Teacher Influence
Publication Type: Information Analyses
Education Level: N/A
Sponsor: Quebec Dept. of Education, Quebec.
Authoring Institution: N/A
Identifiers: Cognitive Theory; Social Learning Theory; Teacher Gender