The Feminization of Primary Education
Effects of Teachers' Sex on Pupil Achievement, Attitudes and Behaviour
Bibliographic Data
| ID | 4197979 |
|---|---|
| Authors | Geert Driessen (0000-0002-1248-6373, Radboud University Nijmegen, corresponding author) |
| Year | 2007 |
| Volume | 53 |
| Issue | 2 |
| Pages | 183-203 |
| Publication date | 2007-03-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | International Review of Education (JOURNAL) |
| Journal identifiers | ISSN: 0020-8566 • E-ISSN: 1573-0638 |
| Publisher | Springer Science and Business Media LLC (PUBLISHER) |
| DOI | 10.1007/s11159-007-9039-y |
| OpenAlex | W2058896179 |
| Language | EN |
| Citations received | 33 |
| References cited | 20 |
Since the mid-1990s, considerable concern has been expressed about the feminization of education. The underlying assumption is that the increasing number of female teachers is leading to a lack of male role models, which may then have negative consequences for the achievement and behaviour of boys in particular. For this reason, policy is currently being pursued in several countries to increase the number of male teachers. In the present article, the theoretical foundation for this policy will be shown to be weak at best. To test this empirically, a large-scale study of Dutch primary schools was conducted, which involved 5181 grade eight pupils, 251 teachers and 163 schools. This study confirmed that teacher sex has no effect whatsoever on the achievement, attitudes or behaviour of pupils. This finding holds for both boys and girls, for both minority and non-minority pupils and for both children from lower and higher social-economic milieus
Developmental psychology · Feminization (sociology · Foundation (evidence · Geography · Mathematics education · Political science · Pupil · Scale (ratio · Sociology · Test (biology · Gender Roles and Identity Studies · Gender Studies · Historical Education Studies Worldwide · Psychology · Social Psychology · Teacher Education and Leadership Studies
Student preferences over their teachers’ demographic characteristics
Educação escolar do Paraguai
Teachers and lower attaining boys
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Ursachen der geschlechtsspezifischen Benachteiligung von Jungen im österreichischen Schulsystem
Should Male Primary School Teachers be There Principally as Role Models for Boys
Mädchen auf dem Weg ins Erwerbsleben
Gender differences in teachers’ perceptions of students’ temperament, educational competence, and teachability
Impact of Teacher-Gender on Primary Students’ Achievement
Mit „männlicher Wucht“ in das „weibliche Biotop“
The limits of role modeling as a basis for critical multicultural education
Gender and gender role differences in student–teachers’ commitment to teaching
Why do females choose to study humanities or social sciences, while males prefer technology or science? Some intrapersonal and interpersonal predictors
Teacher ethnicity, student ethnicity, and student outcomes
Toward a Genderful Pedagogy and the Teaching of Masculinity
Teacher gender, and expectation of reading achievement in New Zealand elementary school students
Gender in schools and culture
Fortress Europe in the field
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Does emotional intelligence predict student teachers' performance
Associations of student temperament and educational competence with academic achievement
Male primary school teachers
Exploring gender roles’ effects of Turkish women teachers on their teaching practices
Role Models or Normalizing Agents? A Genealogical Analysis of Popular Written News Media Discourse Regarding Male Teachers
The relationship between teacher gender and student achievement
Boys do not benefit from male teachers in their reading and mathematics skills
Sind Lehrerinnen für den geringeren Schulerfolg von Jungen verantwortlich
Debates sobre gênero na docência
Four decades of change
Professores discriminados
Gender differences in primary and secondary education
Better Test Scores with a Same-Gender Teacher
Unmasking the Myth of the Same-Sex Teacher Advantage
Learning for Tomorrow's World
Reassessing Gender and Achievement
Teachers' beliefs and gender differences in mathematics
School composition and achievement in primary education
A national approach to gender equity policy in Australia
The Other Side of the Gender Gap
The Feminisation of a School? Women Teachers in a Boys' School
Cross‐national differences in participating in tertiary science, technology, engineering and mathematics education
Re-thinking 'role models
Investigating the Patterns of Differential Attainment of Boys and Girls at School
Failing Boys and Moral Panics
Teacher gender-related influences in Greek schools
Trends in Educational Equity of Girls and Women
Do Teachers' Race, Gender, and Ethnicity Matter? Evidence from the National Educational Longitudinal Study of 1988
| Unique citing works | 33 |
|---|---|
| Citations per year | 1,83 |
| Citation span | 2008 - 2026 (19) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 33 |