The currently available studies investigating the influence of field instructor-student gender combinations on the perceived quality of field work yield ambiguous findings. Given the importance of arranging a satisfactory field placement in the student's overall professional education, the authors conducted an empirical investigation to isolate the relative influence gender considerations contribute to the field experience. Results indicate that although same-gender combinations produce the most favorable rating of field instruction, the effects of both student gender and field instructor gender were of little practical meaning, accounting for only five percent of the variance in student satisfaction with field instruction.
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Thyer et al. (1989) studied this question.