| Let me rephrase my complain about what I've seen. There is a lot of academic work on this stuff, but I'd characterize it as very "leaf node" oriented on certain aspects. E.g., grabbing a few at random: https://www.sciencedirect.com/science/article/abs/pii/S00652... - boys may not have or get given the right sort of motivations https://journals.sagepub.com/doi/abs/10.3102/016237371771405... - teacher demographic match affects student perceptions of abilities and confidence and such https://srcd.onlinelibrary.wiley.com/doi/abs/10.1111/cdev.12... - young kids tend to believe boys do worse at school https://academic.oup.com/qje/article-abstract/129/3/1409/181... - boys being more competitive pushes them towards more prestigious fields but the genders show overall similar levels of ability That's just sort of how the modern academic system works. Specialization. There's nothing wrong with that, but where I live it isn't turning into serious policy conversations that look at thing more broadly and with a longer view. It might in other places, but I can't speak to those. I would love to see more of those serious conversations where I live. For instance, again specific to my experience in the US, it seems unlikely that "get more male teachers" would make a dent in a problem that started independently of primary teachers being overwhelmingly women. |