Good-bye, Mr. Chips: Male Teacher Shortages and Boys’ Reading Achievement
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One hundred seventy-five third- and fourth-grade boys who were identified as struggling readers participated in a 10-week intervention to determine the effect of the reading teachers’ sex on boys’ reading performance, self-perceptions as readers, and view of reading as a masculine, feminine, or gender-neutral activity. Findings indicated no main effects on reading performance, yet main effects of teacher’s sex on two sub-scales of reader self-perception emerged. Evidence of interactions showed that boys responded differentially to the intervention—they responded better to female teachers. Further analysis revealed that the boys’ responses varied as much as a response to individual male teachers as to the teacher’s sex.
KeywordsReading Male teachers Gender
We wish to acknowledge those people who contributed to this research: the classroom teachers and resource teachers, the student research assistants at the University of Winnipeg, and the boys and their families. We appreciate your dedication to this work.
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