Boys, particularly those from disadvantaged backgrounds, increasingly trail their female peers across key educational and economic milestones. One long-proposed policy intervention aimed at ameliorating this inequity is to increase the share of male teachers, especially in earlier grades where men comprise just a small fraction of the teaching workforce. I review the theoretical rationale for this policy approach and the empirical evidence on how teacher gender affects student outcomes. Male teachers could benefit boys in at least two ways: They could serve as same-gender role models, or they could employ distinct pedagogical or disciplinary approaches that are helpful to boys. The causal evidence supporting either of these ideas is mixed. Some studies find modest positive effects of same-gender teachers on grades and test scores, but others detect no benefits, and research on long-term outcomes is largely absent. I conclude by identifying potential directions for future research on the topic.
Clare Suter (Fri,) studied this question.