Teachers and the gender gaps in student achievement:
"In the United States, girls outperform boys in measures of reading achievement while generally underperforming in science and mathematics. One major class of explanations for these gaps involves the gender-based interactions between students and teachers (e.g., role-model and Pygmalion effects...
Gespeichert in:
| 1. Verfasser: | |
|---|---|
| Format: | Buch |
| Sprache: | English |
| Veröffentlicht: |
Cambridge, Mass.
National Bureau of Economic Research
2005
|
| Schriftenreihe: | National Bureau of Economic Research <Cambridge, Mass.>: NBER working paper series
11660 |
| Schlagworte: | |
| Online-Zugang: | Volltext |
| Zusammenfassung: | "In the United States, girls outperform boys in measures of reading achievement while generally underperforming in science and mathematics. One major class of explanations for these gaps involves the gender-based interactions between students and teachers (e.g., role-model and Pygmalion effects). However, the evidence on whether these interactions actually matter is limited and contradictory. In this study, I present new empirical evidence on whether assignment to a same-gender teacher influences student achievement, teacher perceptions of student performance, and student engagement. This study's identification strategy exploits a unique "matched pairs" feature of a major longitudinal survey. Within-student comparisons based on these data indicate that assignment to a same-gender teacher significantly improves the achievement of both girls and boys as well as teacher perceptions of student performance and student engagement with the teacher's subject. For example, assignment to a female science teacher increases the likelihood that a girl views science as useful for her future. However, because the middle-school teachers in most academic subjects are female, these results also suggest that the gender dynamics between teachers and students at this level amplify boys' large underperformance in reading while attenuating the more modest underperformance of girls in math and science"--National Bureau of Economic Research web site. |
| Beschreibung: | 41 S. |
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| illustrated | Not Illustrated |
| index_date | 2024-07-02T22:41:28Z |
| indexdate | 2024-07-09T21:25:11Z |
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| spelling | Dee, Thomas S. Verfasser (DE-588)130536806 aut Teachers and the gender gaps in student achievement Thomas S. Dee Cambridge, Mass. National Bureau of Economic Research 2005 41 S. txt rdacontent n rdamedia nc rdacarrier National Bureau of Economic Research <Cambridge, Mass.>: NBER working paper series 11660 "In the United States, girls outperform boys in measures of reading achievement while generally underperforming in science and mathematics. One major class of explanations for these gaps involves the gender-based interactions between students and teachers (e.g., role-model and Pygmalion effects). However, the evidence on whether these interactions actually matter is limited and contradictory. In this study, I present new empirical evidence on whether assignment to a same-gender teacher influences student achievement, teacher perceptions of student performance, and student engagement. This study's identification strategy exploits a unique "matched pairs" feature of a major longitudinal survey. Within-student comparisons based on these data indicate that assignment to a same-gender teacher significantly improves the achievement of both girls and boys as well as teacher perceptions of student performance and student engagement with the teacher's subject. For example, assignment to a female science teacher increases the likelihood that a girl views science as useful for her future. However, because the middle-school teachers in most academic subjects are female, these results also suggest that the gender dynamics between teachers and students at this level amplify boys' large underperformance in reading while attenuating the more modest underperformance of girls in math and science"--National Bureau of Economic Research web site. Academic achievement United States Sex differences Teacher-student relationships United States USA Erscheint auch als Online-Ausgabe National Bureau of Economic Research <Cambridge, Mass.>: NBER working paper series 11660 (DE-604)BV002801238 11660 http://papers.nber.org/papers/w11660.pdf kostenfrei Volltext |
| spellingShingle | Dee, Thomas S. Teachers and the gender gaps in student achievement National Bureau of Economic Research <Cambridge, Mass.>: NBER working paper series Academic achievement United States Sex differences Teacher-student relationships United States |
| title | Teachers and the gender gaps in student achievement |
| title_auth | Teachers and the gender gaps in student achievement |
| title_exact_search | Teachers and the gender gaps in student achievement |
| title_exact_search_txtP | Teachers and the gender gaps in student achievement |
| title_full | Teachers and the gender gaps in student achievement Thomas S. Dee |
| title_fullStr | Teachers and the gender gaps in student achievement Thomas S. Dee |
| title_full_unstemmed | Teachers and the gender gaps in student achievement Thomas S. Dee |
| title_short | Teachers and the gender gaps in student achievement |
| title_sort | teachers and the gender gaps in student achievement |
| topic | Academic achievement United States Sex differences Teacher-student relationships United States |
| topic_facet | Academic achievement United States Sex differences Teacher-student relationships United States USA |
| url | http://papers.nber.org/papers/w11660.pdf |
| volume_link | (DE-604)BV002801238 |
| work_keys_str_mv | AT deethomass teachersandthegendergapsinstudentachievement |