Study: Teacher's Gender Affects Learning

Carlos Ovando, 14, left, and his sister Genesis, 12, do their homework in their Hialeah, Fla., home Tuesday, Aug. 15, 2006. Of more than 2.2 million children eligible for tutoring, only 19 percent of them received it in 2004-05, according to auditors at the congressional Government Accountability Office but the number of students in tutoring almost quadrupled from 2003 to 2005.(AP Photo/Wilfredo Lee) (Wilfredo Lee - AP)

WASHINGTON -- For all the differences between the sexes, here's one that might stir up debate in the teacher's lounge: Boys learn more from men and girls learn more from women.

That's the upshot of a provocative study by Thomas Dee, an associate professor of economics at Swarthmore College and visiting scholar at Stanford University. His study was to appear Monday in Education Next, a quarterly journal published by the Hoover Institution.

Vetted and approved by peer reviewers, Dee's research faces a fight for acceptance. Some leading education advocates dispute his conclusions and the way in which he reached them.

But Dee says his research supports his point, that gender matters when it comes to learning. Specifically, as he describes it, having a teacher of the opposite sex hurts a student's academic progress.

"We should be thinking more carefully about why," he said.

Dee warns against drawing fast conclusions based on his work. He is not endorsing single-sex education, or any other policy.

Rather, he hopes his work will spur more research into gender's effect and what to do about it.

His study comes as the proportion of male teachers is at its lowest level in 40 years. Roughly 80 percent of teachers in U.S. public schools are women.

Dee's study is based on a nationally representative survey of nearly 25,000 eighth-graders that was conducted by the Education Department in 1988. Though dated, the survey is the most comprehensive look at students in middle school, when gender gaps emerge, Dee said.

He examined test scores as well as self-reported perceptions by teachers and students.

Dee found that having a female teacher instead of a male teacher raised the achievement of girls and lowered that of boys in science, social studies and English.

Looked at the other way, when a man led the class, boys did better and girls did worse.