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Cited by 123Gender, Sexuality, and EducationEducational Environments and Student OutcomesPhysical Education and Pedagogy

Lack of male teachers: a problem for students or teachers?

Lahelma, Elina·2000·Pedagogy, Culture & Society
DOI 10.1080/14681360000200093
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Abstract

This article explores young people's perspectives on males and females as teachers, contrasting these with teachers' perceptions. It builds on 90 interviews of school students aged 13-14 and 60 follow-up interviews 4 years later. The first interviews were conducted in ethnographic context in two secondary schools in the mid-1990s in Helsinki, Finland. Whilst lack of male teachers is a recurrent theme in educational discussion, widely agreed among teachers, gender did not appear to be relevant when young persons talked about teachers. They appreciate teachers, irrespective of gender, who can teach and are friendly and relaxed, but who nevertheless keep order and make sure that students work. Male teachers who teach popular, non-academic subjects were often favoured by boys, but so were female teachers of academic subjects and increasingly as time went on. The interviews suggest that students do not need male teachers to act as ‘male models’. They also suggest that male teachers should be sensitive in relationships with female students. When questioned explicitly, most of the interviewees did not regard lack of male teachers as a major problem

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Crossref · 10.1080/14681360000200093

Cites

15 of 15 references verified0 citation errors · 0 not checkable

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Claims other papers make about this one

Each is checked against this paper’s own text: does it say what the citing paper says it does?

  • It is not only a teacher's gender but also a teacher's non-gendered human qualities such as fairness and kindness that are most relevant to students' learning.

    “I argue that it is not only a teacher's gender but also a teacher's non-gendered human qualities such as fairness and kindness that are most relevant to students' learning.”

    From Not Just for Boys: Good Pedagogy is Good for All (2014) · cites this paper as Lahelma, 2000

  • Children described their ideal teacher as being one who demonstrates characteristics such as fairness, a sense of humour, considerateness, and gentleness.

    “Children described their ideal teacher as being one who demonstrates characteristics such as fairness, a sense of humour, considerateness, and gentleness.”

    From Not Just for Boys: Good Pedagogy is Good for All (2014) · cites this paper as Lahelma, 2000

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Authors
Lahelma, E.
Affiliations
University of Helsinki (FI)
Corresponding author
Lahelma, Elina
ORCID
Lahelma, Elina
Venue
Pedagogy, Culture & Society
Publisher
Informa UK Limited
Published
2000-07
Volume
8
Issue
2
Pages
173-186
ISSN
  • 0965-9757 (ISSN-L)
  • 1468-1366
  • 1747-5104
DOI
10.1080/14681360000200093
OpenAlex
W2132505469
Cited by
123
References
15
Citations by year
2025: 2 · 2024: 1 · 2023: 5 · 2022: 1 · 2021: 4 · 2020: 10 · 2019: 2 · 2018: 6 · 2017: 1 · 2016: 5 · 2015: 5 · 2014: 8 · 2013: 4 · 2012: 6
FWCI
7.68
Type
journal article
Language
en
Open access
closed
Locations
Pedagogy Culture and Society (publishedVersion)
Topics
  • Social Sciences › Gender Studies › Gender, Sexuality, and Education
  • Social Sciences › Education › Educational Environments and Student Outcomes
  • Health Sciences › Health Professions › Physical Therapy, Sports Therapy and Rehabilitation › Physical Education and Pedagogy
Keywords
male teachers, teacher gender, student perceptions of teachers, teacher perceptions, high school students, gender stereotypes, male role models, teacher-student relationship, subject preference, boys and girls

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