NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ976837
Record Type: Journal
Publication Date: 2012
Pages: 17
Abstractor: As Provided
Reference Count: 41
ISBN: N/A
ISSN: ISSN-0142-5692
Boys Do Not Benefit from Male Teachers in Their Reading and Mathematics Skills: Empirical Evidence from 21 European Union and OECD Countries
Helbig, Marcel
British Journal of Sociology of Education, v33 n5 p661-677 2012
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.)
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
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Grade 4
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Progress in International Reading Literacy Study; Trends in International Mathematics and Science Study