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ERIC Number: EJ780331
Record Type: Journal
Publication Date: 2007-Dec
Pages: 17
Abstractor: Author
Reference Count: 40
ISBN: N/A
ISSN: ISSN-0305-5698
Does the Gender of the Teacher Really Matter? Seven- to Eight-Year-Olds' Accounts of Their Interactions with Their Teachers
Carrington, Bruce; Francis, Becky; Hutchings, Merryn; Skelton, Christine; Read, Barbara; Hall, Ian
Educational Studies, v33 n4 p397-413 Dec 2007
In recent years, policy-makers in England, Australia and other countries have called for measures to increase male recruitment to the teaching profession, particularly to the primary sector. This policy of targeted recruitment is predicated upon a number of unexamined assumptions about the benefits of matching teachers and pupils by gender. For example, it is held that the dearth of male "role models" in schools continues to have an adverse effect on boys' academic motivation and engagement. Utilizing data from interviews with more than 300 7- to 8-year-olds attending primary schools in the north-east and south-east of England, the paper sets out to scrutinize these claims. The findings revealed that the gender of teachers had little apparent effect on the academic motivation and engagement of either boys or girls. For the majority of the children, the gender of the teacher was largely immaterial. They valued teachers, whether men or women, who were consistent and even-handed and supportive of them as learners. (Contains 6 tables and 3 notes.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals/alphalist.asp
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom (England)