Lack of male teachers: a problem for students or teachers?

By E. Lahelma. 2000

137 citations recorded by the source corpus.

Subfields: Education, Gender Studies

View Paper: https://www.semanticscholar.org/paper/cb6d19f14e36757234b84950017a42b0dd3a5cfa

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Education

1. Christine Skelton
2. P. Cushman
3. A. Antikainen
4. J. V. Uden
5. Barbara Read
6. Jules M. Pieters
7. B. Carrington
8. B. Francis

In Gender Studies

1. Christine Skelton
2. P. Cushman
3. B. Carrington
4. A. Mcphee
5. B. Francis
6. A. Antikainen
7. Barbara Read
8. U. Maylor

Citations in the corpus

• Role models, school improvement and the ‘gender gap’—do men bring out the best in boys and women the best in girls?1 (2008, unknown): “, 1999 ; Francis, 2000 ; Lahelma, 2000 ; Tinklin et al.”
• Does the gender of the teacher really matter? Seven‐ to eight‐year‐olds’ accounts of their interactions with their teachers (2007, background): “For example, Lahelma’s ( 2000 ) interviews with 90 14‐ and 15‐year‐olds in Finnish high schools revealed that the teacher’s gender had little or no bearing on the students’ evaluations of individual members of staff.”
• So what exactly do you want? What principals mean when they say ‘male role model’ (2008, background): “Studies have found the qualities learners value in teachers are non‐gender specific (Ashley 2003 ; Foster and Newman 2005 ; Lahelma 2000 ; Mills and Keddie 2005 ; Skelton 2001 ) and that, above all, young people want a teacher (regardless of gender) whose primary focus is on forging good relati”
• Boys' ‘underachievement’ and the feminization of teaching (2008, background): “Although policy-makers have tended to assume that matching teachers and pupils by gender has a positive impact on the educational performance and academic engagement of boys, there is a growing body of evidence from the United States (Ehrenberg et al. 1995), Finland (Lahelma 2000), England (Carringt”
• In Search of the Nordic Model in Education (2006, background): “However, it has been shown that justifications of the need for male teachers are contradictory, and that students do not see a teacher’s gender very important (Lahelma, 2000).”
• Sex and Science: How Professor Gender Perpetuates the Gender Gap. NBER Working Paper No. 14959. (2009, unknown): “…and Brewer (1995), Dee (2005), Dee (2007), Holmlund and Sund (2007), Carrington, Tymms, and Merrell (2005), Carrington, Tymms, and Merrell (2008), Lahelma (2000) and Lavy and Schlosser (2007) 7While the students in Hoffman and Oreopoulos’s dataset are not randomly assigned and do not take…”
• Engaging students: The role of teacher beliefs and interpersonal teacher behavior in fostering student engagement in vocational education (2014, background): “…on the influence of the teacher’s gender have not shown significant differences between male and female teachers with regard to students’ achievement (Carrington, Tymms & Merrell, 2008; Feldman, 1992) or students’ appreciation of their teachers (Feldman, 1992; Lahelma, 2000; Skelton et al., 2009).”