The Gender Achievement Gap: Do Teacher–Student Relationships Matter?

Volume: 26, Issue: 2, Pages: 139 - 149
Published: Jan 1, 2021
Abstract
Low academic performance in middle childhood/early adolescence has long-term negative implications. The link between early performance and later outcomes is of special concern for boys, who tend to evidence lower levels of achievement than girls by early adolescence. Scholars have demonstrated that variations by gender in quality of teacher–student relationships may partly explain this achievement gap. That is, girls tend to have higher quality...
Paper Details
Title
The Gender Achievement Gap: Do Teacher–Student Relationships Matter?
Published Date
Jan 1, 2021
Volume
26
Issue
2
Pages
139 - 149
Citation AnalysisPro
  • Scinapse’s Top 10 Citation Journals & Affiliations graph reveals the quality and authenticity of citations received by a paper.
  • Discover whether citations have been inflated due to self-citations, or if citations include institutional bias.