Effecten van de feminisering van het basisonderwijs: opinies of feiten?

Abstract

In a number of countries policy measures have been taken to increase the number of male teachers at schools. The underlying idea is that because of the feminization of education boys' achievement, attitudes and behaviors deteriorate. This article concludes that the theoretical underpinning of this policy is weak and the empirical proof absent. The results of a large-scale study of Dutch primary schools show that there are no effects of the teachers' gender on the pupils' cognitive and non-cognitive competencies.