Male Teachers Impact on Male Student Behavior and Achievement

An Action Research Project
By Walton Gamory
EDUC 7201 T
Fall 2010
 Abstract
 Introduction
 Statement of the Problem
 Review of Related Literature
 Statement of the Hypothesis
 Method
 Participants
 Instruments
 References
 Historically, because teaching has been viewed as
woman’s work, and that men who teach especially in
the lower grades were lacking in masculinity, this has
resulted in the overall reduction of male teachers. The
problem is that the percentage of male teachers at the
elementary school level has fallen regularly since 1981when it reached an all time high of 18%.
 This reduction in the overall number of male teachers
has had a negative effect on the male student
population in regards to student achievement level
and behavior.
Statement of the Problem
 Observation at PS X in the New York City elementary
school system has revealed a direct correlation
between student behavior and lower academic
achievement in Mathematics, especially among male
students of lower income single parent families.
Review of Related Literature
 Boys learn more from men and girls learn more from
women (Marsh, HW, Martin, AJ, & Cheng, JHS,2008).
 Girls have better educational outcomes when taught
by women and boys are better off when taught by
men(Dee, 2006).
Review of Related Literature
 PROS: Research Supporting Male as Role Models
 Male role models can improve the behavior and achievement of boys.
 Thorton, M, & Bricheno, P. (2007).
 Bandura, A. (1986). social foundations of thought and action; a social cognitive
theory. Prentice-Hall,NJ: Englewood Cliffs.
 PROS: Research Supporting Male as Role Models
 Matching teachers and pupils by gender will improve boys’ engagement with
school. (TDA 2005)
 Pupils do better when there’s a match between characteristics of pupils and
teachers in terms of gender and ethnicity. Carrington, B., & Shelton, C. (2003).
Review of Related Literature
 CONS: Arguments Against Male as Role Models
 Policy makers and practitioners positioned the African
American male teacher as a one-dimensional “role
model.” (Dawson 2001).
 Matching teachers and children by gender and
ethnicity has little impact on attainment.
 (Ehrenberg, Goldhaber and Brewer 1995)
Review of Related Literature
 CONS: Arguments against Male as Role Models
 More research is needed on why race and gender
influence achievement.
 This approach could have the unintended
consequence of harming student who do not share the
minority teacher’s demographic traits.
 (Dee 2005)
 Cerve, K. (2010, March 23). Program aims to channel
more black males into teaching, particularly at
elementary level. Beaufort Gazette,S C-USA, p. 1-4
Statement of the Hypothesis
 Ninety minutes of weekly instructional intervention
by a male teacher will decrease behavioral problems
and improve academic achievement in mathematics
for fourth and fifth grade male students from lowincome , single female parent households who attend
urban public school X.
 Ashley, M, & Lee, J. (2003). Women teaching boys stoke-on-trent. Trentham
 Bricheno, P., & Thorton, M. (2007). Role model,hero or champion? children's
views concerning role models. Educational Research, 49(4), 383-396
British Government, Teacher Development Agency. (2005). News release:
parent call for more male primary teachers. Retrieved from
Chudgar, A., & Sankar, V. (2008). The relationship between teacher gender and
student achievement: evidence from five Indian states. Compare, 38(5), 627-642.
Davis, J. (2010, July 8). African-american males in the classroom: empowering the
endangered. Retrieved from
Dee, T. (2006). Teachers and the gender gaps in student achievement. Journal of
Human Resources, 42(3), 529-554.
Dee, T. (2006). The why chromosome. Education Next, 6(4), 68-75.
 Ding, C, & Sherman, H. (2006). Teaching effectiveness and student
achievement; examining the relationship. Educational Research Quarterly,
29(4), 39-49.
Flores, A. (2007). Examining disparities in mathematics education:
achievement gap or opportunity gap?. High School Journal, 91(1), 29-42.
Gabriel, T. (2010, November 9). Proficiency of black students is found to be far
lower than expected. New York Times, p. 2.
Harari, O., & Covington, M V. (1981). Reactions to achievement behavior from a
teacher and student perspective: a developmental analysis. American
Educational Research Journal, 18(1), Retrieved from
Helm, C. (2007, January/February). Teacher dispositions affecting self-esteem
and student performance. The Clearing House, 109-110
Helwig, R., Anderson, L., & Tindal, G. (2001). Influence of elementary student
gender on teachers' perceptions of mathematics achievement. The Journal
of Educational Research, 95(2), 93-101
 Kafele, B K. (2010, march). Teaching black male students. Principle
Leadership,10(7), 76-8.
Keller, C. (2001). Effects of teachers' stereotyping on students' stereotyping of
mathematics as a male domain. The Journal of Social Psy chology, 141(2), 165-173.
Kleinfeld, J., & Sax, L. (2007). Teacher gender. Education Next, 7(1), 6-8.
Konstantopoulos, S. (2009) Effects of teachers on minority and disadvantaged
students’ achievement in the early grades. The Elementary School Journal, 110(1), 93-113.
Kreig, J M. (2005). Student gender and student gender: what is the impact on high stakes
test scores. Current Issues in Education, 8(9), 1-8.
Learning Theories Knowledgebase (2010, November). Social Learning Theory
(Bandura) at Retrieved November 17th, 2010 from
Marsh, HW, Martin, AJ, & Cheng, JHS. (2008). A multilevel perspective on
gender in classroom motivation and climate; potential benefits of male
teacher for boys?. Journal of Educational Psychology, 100(1), 78-95.
 Martino, W., & Berrill, D. (2003). Boys’, schooling and masculinities:
interrogating the right way to educate boys. . Education Review, 55(2), 99-117.
Milner, H R, & Howard, T.C. (2004). Black teachers, black students, black
communities and brown: perspectives and insights from experts.
Journal of Negro Education, 73(3), 285-297.
Moses-Snipes, P R., & Snipes, V T. (2005). The call: the importance of research on
african american issues in mathematics and science education. Negro Education
Review , 56(2/3), 103-105
Powell, C., & Arriola, K. (2003). Relationship between psychosocial factors and
academic achievement among african american students. The Journal of
Educational Research, 96(3), Retrieved from
Sanatullova-Allison, E. (2010). Why men become elementary school teachers:
insights from elementary teacher education program. Action Teacher Educ, 31(4),

similar documents