The effects of teacher gender and family structure on the cognitive development of male kindergarten students
Lawson, Scott Michael
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With the lack of male teachers in the early childhood profession, this study looked at the influence male kindergarten teachers have on the cognitive development of male kindergarten students. Another relationship of interest was how male-taught kindergarten boys from single-mother families compared to male-taught boys from two biological parent families. Results of the analysis showed male kindergarten teachers did not make a significant difference in boys' reading or math scores. Also, there was no difference in reading and math scores between the male-taught boys from single-mother families and those from two biological parent families. The student race variable was found to be a significant predictor of kindergarten boys' reading gain scores, and the two covariates, school type and program type, were also found as significant.