Fathers and Male Teachers: Effects on Boys' Academic and Non-Academic Development (Report‪)‬

Numerous anecdotal reports have pointed to the need for more male role models in boys' lives, leading to calls within education for more male teachers--who, it has been proposed, would be better able to engage boys. These calls have been influenced by two sets of findings. The first relates to gender differences on numerous academic and non-academic outcomes--differences that are often not in favor of boys (summarized below). The second is the generally low level of male participation in parenting and teaching. For example, across three key dimensions of parenting (engagement, accessibility, responsibility), fathers spend significantly less time than mothers with their children--sometimes to the point of no meaningful involvement whatsoever (Lamb & Tamis-Lemonda, 2004; see also Grolnick, Ryan, & Deci, 1991; Nichols, 2009; Pleck & Masciadrelli, 2004). Indeed, fathers seldom participate in research studies, which is in itself a major barrier to understanding the effects of male engagement (Nichols, 2009). In this article, we examine these issues, with particular focus on Australian data, policy, and practice, and consider the involvement of males in boys' development. DIFFERENCES BETWEEN BOYS AND GIRLS