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Male teacher effects on young children: A theoretical and empirical consideration

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Abstract

The argument has been frequently made that an increase in the number of male teachers working at the early school levels would reduce the number of school-related problems for boys. This argument is evaluated in the context of two major theories of sex-role development, the social learning and cognitive developmental theories, and the results of an examination of the studies of children's performance and development in relation to teacher's gender. The hypothesis that male teachers reduce boys' problems in school does not receive much support empirically or theoretically.

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  1. Psychology Department, Concordia University, USA

    Dolores Gold

  2. Montreal

    Myrna Reis

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This work was supported by a grant from the Quebec Department of Education to the first author.

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Gold, D., Reis, M. Male teacher effects on young children: A theoretical and empirical consideration. Sex Roles 8, 493–513 (1982). https://doi.org/10.1007/BF00287715

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