Do children perform and behave better at school when taught by same-gender teachers?

Research output: Contribution to JournalArticleAcademicpeer-review

Abstract

An increase in the educational achievement of girls at the same time that the number of female teachers in primary school education is rising has led to the discussion whether boys are disadvantaged by the lack of male teachers. The Netherlands Twin Register identified a unique sample of 100 12-year-old monozygotic twin pairs discordant and 396 boy-girl twin pairs concordant for teachers' gender. School performance, as rated by the teacher, an educational achievement test score and teacher-rated ADHD behavior were similar for students with male or female teachers. In spite of the increase in the number of female teachers, boys still outperformed girls in arithmetic, while girls scored higher on language and reading. Boys demonstrated more ADHD behavior, but this was independent of teachers' gender. Therefore, increasing the number of male teachers in primary education may not be as effective to close a possible gender gap as suggested by some.
LanguageEnglish
Pages152-156
Number of pages5
JournalLearning and Individual Differences
Volume36
Issue numberDecember 2014
DOIs
Publication statusPublished - 2014

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female teacher
Educational Status
gender
teacher
school
ADHD
Education
educational achievement test
Monozygotic Twins
Vulnerable Populations
Netherlands
Reading
Language
school education
primary education
Students
primary school
lack
language
performance

Cite this

@article{9de6bfd217b644b0afdd08e3910dee1b,
title = "Do children perform and behave better at school when taught by same-gender teachers?",
abstract = "An increase in the educational achievement of girls at the same time that the number of female teachers in primary school education is rising has led to the discussion whether boys are disadvantaged by the lack of male teachers. The Netherlands Twin Register identified a unique sample of 100 12-year-old monozygotic twin pairs discordant and 396 boy-girl twin pairs concordant for teachers' gender. School performance, as rated by the teacher, an educational achievement test score and teacher-rated ADHD behavior were similar for students with male or female teachers. In spite of the increase in the number of female teachers, boys still outperformed girls in arithmetic, while girls scored higher on language and reading. Boys demonstrated more ADHD behavior, but this was independent of teachers' gender. Therefore, increasing the number of male teachers in primary education may not be as effective to close a possible gender gap as suggested by some.",
author = "{de Zeeuw}, L.E.J. and {van Beijsterveldt}, C.E.M. and T.J. Glasner and M. Bartels and {de Geus}, E.J.C. and D.I. Boomsma",
year = "2014",
doi = "10.1016/j.lindif.2014.10.017",
language = "English",
volume = "36",
pages = "152--156",
journal = "Learning and Individual Differences",
issn = "1041-6080",
publisher = "Elsevier BV",
number = "December 2014",

}

Do children perform and behave better at school when taught by same-gender teachers? / de Zeeuw, L.E.J.; van Beijsterveldt, C.E.M.; Glasner, T.J.; Bartels, M.; de Geus, E.J.C.; Boomsma, D.I.

In: Learning and Individual Differences, Vol. 36, No. December 2014, 2014, p. 152-156.

Research output: Contribution to JournalArticleAcademicpeer-review

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AU - van Beijsterveldt, C.E.M.

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AU - Boomsma, D.I.

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AB - An increase in the educational achievement of girls at the same time that the number of female teachers in primary school education is rising has led to the discussion whether boys are disadvantaged by the lack of male teachers. The Netherlands Twin Register identified a unique sample of 100 12-year-old monozygotic twin pairs discordant and 396 boy-girl twin pairs concordant for teachers' gender. School performance, as rated by the teacher, an educational achievement test score and teacher-rated ADHD behavior were similar for students with male or female teachers. In spite of the increase in the number of female teachers, boys still outperformed girls in arithmetic, while girls scored higher on language and reading. Boys demonstrated more ADHD behavior, but this was independent of teachers' gender. Therefore, increasing the number of male teachers in primary education may not be as effective to close a possible gender gap as suggested by some.

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