Role models, school improvement and the 'gender gap' - do men bring out the best in boys and women the best in girls?
Role models, school improvement and the 'gender gap' - do men bring out the best in boys and women the best in girls?
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DOI：
10.1080/01411920701532202
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发表时间：
2008-01-01
影响因子：
2.3
通讯作者：
Merrell, Christine
中科院分区：
文献类型：
--
作者：
Carrington, Bruce;Tymms, Peter;Merrell, Christine
许多国家正在开展榜样招募活动，其假设是同类有利：少数民族教师应该教少数民族儿童，妇女应该教女孩，等等。其经验基础似乎是案例研究和个人反思。本文将研究定量数据，以检验以下假设：男教师在男孩中产生更积极的态度，而女教师在女孩中产生更积极的态度。使用小学绩效指标 (PIPS) 项目的数据，对来自 413 个 11 岁儿童（英格兰）的独立班级的信息进行了检查。其中 113 名由男性授课，300 名由女性授课。所有学生都完成了旨在衡量对学校、阅读、数学和科学的态度的调查问卷。此外，还收集了这些学生的背景数据，包括认知测量、成绩分数、能力测量和家庭背景测量。使用控制背景因素的多级模型检查数据以了解态度。分析集中于教师性别和学生性别之间的相互作用效应，结果对那些提倡以榜样为中心的招聘活动的人几乎没有支持。
A number of countries are running role model recruitment drives under the assumption that like is good for like: ethnic minority teachers should teach ethnic minority children, women should teach girls, and so on. The empirical basis for this would appear to be case study and personal reflection. This article will examine quantitative data to test the hypothesis that male teachers produce more positive attitudes amongst boys and female teachers amongst girls. Using data from the Performance Indicators in Primary Schools (PIPS) Project, information from 413 separate classes for 11 year-olds (in England) was examined. One hundred and thirteen were taught by males and 300 by females. All the pupils completed questionnaires that were designed to measure attitude to school, reading, mathematics and science. In addition, background data on those pupils were collected, including cognitive measures, attainment scores, ability measures and home background measures. The data were examined to look at attitudes using multilevel models controlling for background factors. The analysis concentrated on interaction effects between the gender of the teacher and the gender of the pupil and the results gave little support for those who advocate recruitment drives with role models in mind.