Jared Glenn, Utah State University
Social and Behavioral Sciences
Previous research shows that girls and women tend to prefer and perform better in classes taught by women. However, much less research analyzes the impact of instructor gender on learning outcomes among boys and men. This research fills that gap by analyzing the effect of professor gender on male college students’ achievement. Relying on survey and in-depth interviews among undergraduate men at a large research university, this study finds no significant empirical data that professor gender significantly impacts men’s academic achievement, in contrast to previous findings among girls and women. Interview findings, however, suggest that men prefer the tough grading, which they indicate is integral in male-taught classes. The study contributes to our understanding of gender differences in an academic setting and how that factor shapes learning outcomes and achievement.