Who is most responsible for gender differences in scholastic achievements: Pupils or teachers?

Joseph Klein

    Research output: Contribution to journalArticlepeer-review

    16 Scopus citations

    Abstract

    The disparities between the scholastic achievements of girls and boys have been attributed to biological and sociological factors. The present study investigated the validity of these explanations in a multi-variable situation similar to field conditions. Achievement scores of 3446 pupils in the 5th through 11th grades, half girls and half boys, were sampled. The study controlled for teacher gender, teacher seniority, teachers' tendency to assign high or low grades, ratings of pupils' behaviour, pupil age, class size, disciplinary areas (humanities or sciences), test type (multiple-choice or open-question) and school size. Findings indicated that most of the variance in achievement was due to teacher gender, whereas the influence of pupil gender was small. These results support sociological theories about gender and cast doubt on biological explanations. In addition, this study of multiple situational variables contributes to clarification of the controversy about the relationship between class size and levels of academic achievement.

    Original languageEnglish
    Pages (from-to)183-193
    Number of pages11
    JournalEducational Research
    Volume46
    Issue number2
    DOIs
    StatePublished - Jun 2004

    Keywords

    • Pupil gender
    • Scholastic achievement
    • Teacher gender

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