TITLE

Motivating boys and motivating girls: Does teacher gender really make a difference?

AUTHOR(S)
Martin, Andrew; Harsh, Herb
PUB. DATE
November 2005
SOURCE
Australian Journal of Education (ACER Press);Nov2005, Vol. 49 Issue 3, p320
SOURCE TYPE
Academic Journal
DOC. TYPE
Article
ABSTRACT
We explore the impact of student gender, teacher gender, and their interaction on academic motivation and engagement for 964 junior and middle high school students. According to the gender-stereotypic model, boys fare better academically in classes taught by males and girls fare better in classes taught by females. The gender-invariant model suggests that the academic motivation and engagement of boys and girls is the same for men and women teachers. We also examine the relative contribution of student-, class-, and school-level factors, finding that most variation was at the individual student level. Of the statistically significant main effects for gender, most favoured girls. 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.
ACCESSION #
19233453

 

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