Role models and the gender gap

This study by the University of Durham investigated whether teacher gender had an identifiable impact on pupil outcomes (for boys and girls) in Year 6. The study was based on approximately 9000 Year 6 children in 1997/98. Data on these children were drawn from the Performance Indicators in Primary Schools and included attainment tests in reading, mathematics and science, tests of non-verbal ability and English vocabulary, and assessments of attitudes to subjects and school in general. Multilevel modelling was used to identify any impact of teacher gender whilst controlling for other variables.

Key points:
- There was no evidence that teacher gender influenced pupil outcomes on any attainment measure, for boys or girls.
- On the attitude measures, an association between gender and outcomes was seen only for attitudes to school, where children (boys and girls) who had female teachers had more positive attitudes, although the size of the effect was relatively small.