Monday, April 17, 2006

Do boys do better with male teachers?

Apparently not.

“In support of the gender-invariant model, academic motivation and engagement does not significantly vary as a function of their teacher’s gender, and in terms of academic motivation and engagement, boys do not fare any better with male teachers than female teachers.”

“Another key finding is that the bulk of variance in motivation and engagement occurs at the student level. Where there was relatively more class-level variance, the construct related more explicitly to class and teacher factors, such as teacher-student relationships where up to a third of the variance was explained at the class level. Hence, on the more mentalistic or intrapsychic dimensions there exists more variance at the student level, and as the construct involves factors external to the individual, the context plays more of a role. This finding holds implications for educational intervention. It suggests that student-level intervention rather than whole-class or whole-school intervention on motivation and engagement will yield the best results.”

Andrew Martin; Herb Marsh. “Motivating boys and motivating girls: does teacher gender really make a difference?” Australian Journal of Education, Nov 2005 v49 i3 p320(15). 

Posted by Michael L Umphrey on 04/17 at 04:22 PM
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