Does having a male teacher make any difference? Not as much as some people think
Middle school and high school students may see even more benefits. Early research results are mixed and inconclusive. A 2007 analysis by Stanford University professor Thomas Dee found that being taught by teachers of the same sex had academic benefits for eighth-grade boys and girls. Studies in which researchers observe and interview small numbers of students generally show that students feel more supported by teachers of the same gender. However, many quantitative studies, such as this latest study, fail to find measurable benefits for boys. Since 2014, at least 10 have found zero or minimal impact. The benefits for girls were more consistent.
This latest study, “Fixed Effects Estimation of Teacher-Student Gender Matching in Elementary School,” is a working paper that has not yet been peer-reviewed. Morgan and co-author Eric Hu, a research scientist in Albany, shared a draft with me.
Morgan and Hu analyzed a U.S. Department of Education data set that tracked 8,000 nationally representative students in kindergarten through fifth grade in 2017. Half of them are boys and half are girls.
Of the 4,000 boys, more than two-thirds (68%) had never had a male teacher during those years, while 32% had at least one male teacher. (The study looked only at primary classroom teachers, not additional teachers such as physical education or music.)
Among 1,300 boys who had both male and female teachers, researchers compared each boy’s performance and behavior over the years. For example, if Jacob had female teachers in kindergarten, first grade, second grade, and fifth grade, but had male teachers in third and fourth grades, his average grades and behavior would be compared across teachers of different genders.
The researchers found no differences in reading, math or science scores, as well as behavioral and social measures. Teachers rate students on traits such as impulsivity, cooperation, anxiety, empathy and self-control. The children also participated in annual executive function tests. Results did not differ by teacher gender.
Most research on male teachers focuses on older students. The authors note that another elementary school study in Florida also found no academic benefits for boys. The new study confirms this finding, adding that there appear to be no behavioral or social benefits either.
For younger students, ages 11 and younger, researchers also found no academic benefits for girls from having female teachers. But there are two non-academic factors as well: Girls taught by women show stronger interpersonal skills (getting along, helping others, caring emotionally) and a stronger enthusiasm for learning (shown in skills like staying organized and following rules).
When the researchers combined race and gender, the results became more complicated. Black girls who were taught by black women scored higher on tests of executive function but lower in science. Asian boys who were taught by Asian men scored higher on executive functioning but lower on interpersonal skills. Black boys showed no significant differences when taught by black male teachers. (Previous studies sometimes found benefits for black students and sometimes not.)
Even if the data shows no academic or behavioral benefits to students, there may still be compelling reasons to diversify the teaching workforce, just like other professions. But we shouldn’t expect these efforts to improve student outcomes.
“If you’re resource-scarce and you want to make a bet, based on this research, maybe elementary schools shouldn’t be the place where you should be focusing your recruitment” on hiring more men, Morgan said.
In the words of Boyz II Men, it’s hard to say goodbye to the idea that young boys need male teachers.
This story is about male teacher is made of Heckinger Reportis a nonprofit, independent news organization focused on inequality and innovation in education. register proof point and others Heckinger Communications.
