[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-590107-105":3,"detail-sidebar-cat-0-en-105":81,"doc-detail-590107-en":130},{"code":4,"msg":5,"data":6},0,"ok",{"site_id":7,"language":8,"slug":9,"title":10,"keywords":11,"description":12,"schema_data":13,"social_meta":74,"head_meta":76,"extra_data":78,"updated_unix":80},105,"en","studentteacher-gender-matching-and-academic-achievement","Student–Teacher Gender Matching and Academic Achievement","","Examining gender matching between students and teachers in U.S. K–12 schools, the study uses 7 years of administrative data from Indiana elementary and middle schools (Grades 3–8). Findings show female teachers increase achievement for both male and female students, with especially large benefits for female students’ math performance. Results reveal no positive gender matching effect for English language arts and no evidence that boys benefit academically when assigned male teachers.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/studentteacher-gender-matching-and-academic-achievement/590107/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/studentteacher-gender-matching-and-academic-achievement/590107.png","ImageObject",300,407,{"name":42,"@type":43},"Adam","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-11-11","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",7,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69],{"name":60,"@type":61,"acceptedAnswer":62},"What data and school levels does the study analyze?","Question",{"text":63,"@type":64},"The study uses 7 years of administrative data from students in Indiana elementary and middle schools, covering Grades 3 through 8.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"How does teacher gender matching relate to student academic achievement?",{"text":68,"@type":64},"Female teachers are associated with higher achievement for both male and female students, while the study does not find evidence of a positive gender matching effect for English language arts.",{"name":70,"@type":61,"acceptedAnswer":71},"Does the study support the belief that boys do better with male teachers?",{"text":72,"@type":64},"No. Contrary to popular speculation, boys do not show higher academic achievement when assigned to male teachers.","https://schema.org",{"og:url":32,"og:type":75,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":77,"canonical":32},"index,follow",{"doc_id":79,"site_id":7},590107,1792160784,{"code":4,"msg":82,"data":83},"success",[84,88,92,96,101,106,110,114,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":85,"show_sort_weight":86,"slug":87},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":89,"show_sort_weight":90,"slug":91},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":93,"show_sort_weight":94,"slug":95},"Exam",70,"exam",{"id":97,"doc_module":4,"doc_module_name":25,"category_name":98,"show_sort_weight":99,"slug":100},5,"Comic",60,"comic",{"id":102,"doc_module":4,"doc_module_name":25,"category_name":103,"show_sort_weight":104,"slug":105},6,"Technology",50,"technology",{"id":55,"doc_module":4,"doc_module_name":25,"category_name":107,"show_sort_weight":108,"slug":109},"Healthcare",40,"healthcare",{"id":111,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":112,"slug":113},8,30,"research-report",{"id":115,"doc_module":4,"doc_module_name":25,"category_name":116,"show_sort_weight":117,"slug":118},9,"Religion & Spirituality",20,"religion-spirituality",{"id":117,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":117,"slug":121},"World Cup","world-cup",{"id":123,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":123,"slug":125},10,"Lifestyle","lifestyle",{"id":127,"doc_module":4,"doc_module_name":25,"category_name":128,"show_sort_weight":97,"slug":129},19,"General","general",{"code":4,"msg":82,"data":131},{"doc_id":79,"user_id":132,"nickname":42,"user_avatar":133,"doc_module":4,"category_id":111,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":55,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":139,"language":140,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":12,"update_tm":144,"read_time":145,"preview_page_count":4},1374404737137,"https://ap-avatar.wpscdn.com/davatar_155a257f0dc6eb9ab79c44ca47cae57d","AERA Open  \nJanuary-December 2021, Vol. 7, No. 1, pp. 1–11 DOI: 10. 1177/23328584211040058  \nArticle reuse guidelines: [sagepub.com/journals-permissions](sagepub.com/journals-permissions)[ ](sagepub.com/journals-permissions)© The Author(s) 2021. [https://journals.sagepub.com/home/ero](https://journals.sagepub.com/home/ero)  \nStudent–Teacher Gender Matching and Academic Achievement  \nNaYoung Hwang  \nUniversity of Missouri  \nBrian Fitzpatrick  \nUniversity of Notre Dame  \nScholars have examined the effects of same-gender teachers on student achievement, but the findings are mixed. In this study, we use 7 years of administrative data from students in elementary and middle schools (i.e., Grades 3 through 8) in Indiana to test links between gender matching and student achievement. We find that female teachers are better at increasing both male and female students’ achievement than their male counterparts in elementary and middle schools. The positive effects of having female math teachers are particularly large for female students’math achievement, but we do not find evidence fora positive gender matching effect in English language arts. In addition, contrary to popular speculation, boys do not exhibit higher academic achievement when they are assigned to male teachers. Our findings suggest that the effects of teacher gender on student learning vary by subject and gender, but the effect sizes are small.  \nKeywords: teacher gender, student gender, academic achievement, developmental stage  \nWomen comprise the majority of the teacher workforce in the United States. Approximately 90% of U.S. elementary school teachers and 77% of secondary school teachers are female (U.S. Department of Education, 2017) . Some parents and educators are concerned about the scarcity of male teachers, in part because the parents and educators assume that the lack of male role models in school contributes to boys’ underachievement (Brown, 2012; Deese, 2017) . Meanwhile, given that women are underrepresented in science, technology, engineering, and mathematics (STEM) fields, the importance of having female STEM teachers who can serve as role models for female students in math and science classes has received increased attention (Marx & Roman, 2002; Stearns et al., 2016) .  \nDespite heated discussion on teacher gender, we have only a handful of empirical studies on the student–teacher gender matching effects in U.S. K–12 school contexts. Furthermore, the findings are contradictory. One study shows that student–teacher gender matching is associated with both female and male students’ improved educational achievement (Dee, 2007), whereas other research finds that gender matching negatively affects female students’ math achievement (Antecol et al., 2015) . Yet another scholar concludes that student–teacher gender matching has little impact on male students’ achievement (Krieg, 2005) .  \nThe goal of this study is to provide a better understanding of the role of teacher gender in student learning by investigating the varying links between student–teacher gender  \nmatching and student achievement across school levels and subjects. The role of teacher gender in student learning likely differs by context (Cho, 2012) . However, because most scholars use data from students at a specific grade or school level, whether the roles of teacher gender in student achievement vary across students’ developmental stages remain largely unexplored (cf. Winters et al., 2013) . Given that students’ gender role concept and gender stereotype tend to intensify with age (Ambady et al., 2001; Hill & Lynch, 1983), the impacts of a teacher’s gender on students in elementary school might be different from the effects in middle school. In addition, given that, in contrast to female reading teachers, female math teachers signal that women can be the experts in domains traditionally considered to be a male field (Marx & Roman, 2002; Stearns et al., 2016), the impacts of gender matching on studen","cbCaiu1V8daau6U6","https://ap.wps.com/l/cbCaiu1V8daau6U6","pdf",453207,11,"English","# Student–Teacher Gender Matching and Academic Achievement\n## Background and research motivation\n## Research questions\n## Main findings across school levels and subjects","[{\"question\":\"What data and school levels does the study analyze?\",\"answer\":\"The study uses 7 years of administrative data from students in Indiana elementary and middle schools, covering Grades 3 through 8.\"},{\"question\":\"How does teacher gender matching relate to student academic achievement?\",\"answer\":\"Female teachers are associated with higher achievement for both male and female students, while the study does not find evidence of a positive gender matching effect for English language arts.\"},{\"question\":\"Does the study support the belief that boys do better with male teachers?\",\"answer\":\"No. Contrary to popular speculation, boys do not show higher academic achievement when assigned to male teachers.\"}]","Student–Teacher Gender Matching and Academic Achievement | PDF",1792068808,28]