Previous research has demonstrated that boys' reading performance is worse than girls' during the elementary years and it has been hypothesized that boys would benefit from instruction by a male teacher. The present research investigated, in two experiments, the effects of sex of teacher on fifth-grade-student reading achievement. Results indicated superior reading performance by girls. There was no significant effect of sex of teacher on male or female reading performance. It is suggested that further studies experimentally vary elements of classroom environment relevant to sex-role standards rather than assume these elements to be correlated with sex of teacher.
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Asher et al. (1973) studied this question.
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