Male Teachers Impact on Male Student Behavior and Achievement in Mathematics

1. Male Teachers Impact on Male Student Behavior and Achievement in Mathematics An Action Research Project By Walton Gamory EDUC 7201 T Fall 2010

2. Table of Contents • Abstract • Introduction • Statement of the Problem • Review of Related Literature • Statement of the Hypothesis • Method • Participants • Instruments • References

3. Introduction • Historically, because teaching has been viewed as woman’s work, and that men who teach especially in the lower grades were lacking in masculinity, this has resulted in the overall reduction of male teachers. The problem is that the percentage of male teachers at the elementary school level has fallen regularly since 1981- when it reached an all time high of 18%. • This reduction in the overall number of male teachers has had a negative effect on the male student population in regards to student achievement level and behavior.

4. Statement of the Problem • Observation at PS X in the New York City elementary school system has revealed a direct correlation between student behavior and lower academic achievement in Mathematics, especially among male students of lower income single parent families.

5. Review of Related Literature • Boys learn more from men and girls learn more from women. • Marsh, HW, Martin, AJ, & Cheng, JHS. (2008). A multilevel perspective on gender in classroom motivation and climate; potential benefits of male teacher for boys?. Journal of Educational Psychology, 100(1), 78-95. • Girls have better educational outcomes when taught by women and boys are better off when taught by men.(Dee, 2006)

6. Review of Related Literature • PROS: Research Supporting Male as Role Models • Male role models can improve the behavior and achievement of boys. • Thorton, M, & Bricheno, P. (2007). Role model, hero or champion? Children’s views concerning role models. Education Research, 49(4), 383-396 • Bandura, A. (1986). social foundations of thought and action; a social cognitive theory. Prentice-Hall,NJ: Englewood Cliffs.

7. Review of Related Literature • PROS: Research Supporting Male as Role Models • Matching teachers and pupils by gender will improve boys’ engagement with school. (TDA 2005) • Pupils do better when there’s a match between characteristics of pupils and teachers in terms of gender and ethnicity. Carrington, B., & Shelton, C. (2003). Rethinking, role models: equal opportunities in teacher recruitment in England and Wales. Journal of Education Policy, 18(3), 1-13. .

8. Review of Related Literature • CONS: Arguments Against Male as Role Models • Policy makers and practitioners positioned the African American male teacher as a one-dimensional “role model.” (Dawson 2001). • Matching teachers and children by gender and ethnicity has little impact on attainment. • (Ehrenberg, Goldhaber and Brewer 1995)

9. Review of Related Literature • CONS: Arguments against Male as Role Models • More research is needed on why race and gender influence achievement. • This approach could have the unintended consequence of harming student who do not share the minority teacher’s demographic traits. • (Dee 2005) • Cerve, K. (2010, March 23). Program aims to channel more black males into teaching, particularly at elementary level. Beaufort Gazette,S C-USA, p. 1-4

10. Statement of the Hypothesis • Students will have less behavioral problems and improve their mathematics scores if they were instructed by a male teacher.

11. References • Ashley, M, & Lee, J. (2003). Women teaching boys stoke-on-trent. Trentham Books. • Bandura, A. (1986). Social foundation of thought, and action; a social cognitive theory. Prentice- Hall, N.J. Englewood Cliffs. • Brown, A L. (2009). "brothers gonna work it out:" understanding the pedagogic performance of african american male teachers working with african american male students. Urban Rev, 41. DOI 10.1007/s11256-008-0116-8. • British Government, Teacher Development Agency. (2005). News release: parents call for more male primary teachers. Retrieved from http://www.tda.gov.uk/about/mediarelations/2005/20051013.aspx. • Carrington, B, & Shelton, C. (2003). Rethinking, role models: equal opportunities in teacher recruitment in England and Wales. Journal of Education Policy, 18(3), 1-13. • Cerve, K. (2010, March 23). Program aims to channel more black males into teaching, particularly at elementary level. Beaufort Gazette,SC-USA, p. 1-4. • Darling-Hammond, L,. & Young, P. (2002). Defining highly qualified teachers: what does scientifically based research actually tell us? Educational Research, 31(9), 13-25. • Dawson, M. (2001). Black visions: the roots of contemporary african-american political ideologies.. Chicago: University of Chicago. • Dee, T. (2006, August 31). "boys and girls do better at school when taught by their own sex.'. Daily Mail, • 5. Ding, C, & Sherman, H. (2006). Teaching effectiveness and student achievement; examining the relationship. Educational Research Quarterly, 29(4), 39-49. • Marsh, HW, Martin, AJ, & Cheng, JHS. (2008). A multilevel perspective on gender in classroom motivation and climate; potential benefits of male teacher for boys?. Journal of Educational Psychology, 100(1), 78-95. • Martino, W., & Berrill, D. (2003). Boys’, schooling and masculinities: interrogating the right way to educate boys. . Education Review, 55(2), 99-117.