Teachers' perceptions of their students' gender roles (original) (raw)
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differences in teacher perceptions depending on student gender and their impact on teacherstudent interaction was the focus of the study. The questions addressed were: the characteristics that teachers encourage and discourage in girls and boys; the patterns of their responses to students of different genders; perception of pupils' academic achievement, learning skills and giftedness; distribution of attention between girls and boys. The study revealed that in spite of better school results, girls' skills and talents are underestimated, expectations towards them are low and their behavior is restricted to stereotyped feminine roles. The majority of those surveyed support the idea that sex determines different abilities in different learning skills as regards school subjects. While girls, in teachers' opinion, insignificantly exceed boys in the humanities, boys entirely outdo girls in natural sciences and math. Teachers totally deny girls' abilities in sports. at the same time, most teachers are hardly aware of being genderbiased themselves.
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Two experiments are reported in which male and female high school students read and rated descriptions of teachers (Experiment 1) and teachers read and rated descriptions of high school students (Experiment 2) that varied across sex and masculine and feminine sex-role behavior. Each group also read and rated a sample of the described person's performance. Male students were significantly less positive in their attitudes, expectancies, and evaluations of teachers than were female students. Male teachers were rated more highly than female teachers. Masculinity was associated with academic success of students, and both masculinity and femininity were rated as desirable teacher behaviors. Results indicate the value of cognizing masculinity and femininity as two separate dimensions of the same personality.
Education India , 2022
The present study aimed to assess the relationship between gender role identity, attitudes toward women, and sexism in male and female teacher-educators. The Indian Gender Role Identity Scale (Basu, 2010), Attitudes Toward Women Scale (Glick & Fiske, 1996), and Ambivalent Sexism Inventory (Spence &Helmreich, 1978) were administered to 64 teacher-educators (25 male and 39 female) from West Bengal. Mean, standard deviation, and difference between groups (using Kruskal Wallis and Mann-Whitney U test) were computed. The results revealed that gender role identity (sex-typed, cross-sex-typed, androgenous, and undifferentiated) of the teacher-educators was related to a significant difference in their attitudes toward women.There was also found to be a significant difference in level of sexism present between masculine and feminine teacher-educators irrespective of biological sex. The sexism present in male and female teacher-educators was more of benevolent sexism than hostile sexism. Biological sex did not account for any significant difference in attitudes toward women or sexism present in teacher-educators.
Prospective teachers' perception of gender roles education and stereotypes
Academia Journal of Educational Research , 2021
The education system does not exist in isolation from the society within which it was created. The hierarchies deeply ingrained within Indian society just as well influence the education system within it, too-one of such hierarchy that influences the system greatly is that of gender discrimination. The question to be asked is how far these hierarchies influence education-that is, whether our prospective teachers who are being sensitised on gender based issues are, in reality, getting sensitised to the extent of acquiring gender neutral perspective. The present study was planned to seek an answer to this question. The present study was qualitative in nature, pursued through an open ended questionnaire and brainstorming session. The sample of the study consisted of the 183 prospective teachers pursuing B.Ed during three consecutive academic sessions (2016-19). In terms of nativity, the prospective teachers under reference hailed from West Bengal Jharkhand, U.P and Bihar. It was found that the prospective (male) teacher's perception of the opposite gender as evident from the noted traits or characteristics is demonstrative of the socially nurtured attitude, and is carried forward even after completing educational program up to and even beyond the graduation level, that is, even after receiving the gender sensitization related education. The teachers training programmes only rarely provide the opportunity to learn practical tools for rectifying inequalities in the classroom for all students. The results of the study indicate the need to include gender mainstreaming, the consideration of the social dimension, into university curricula. There is an urgent need to incorporate critical feminist pedagogy in teacher education so that our prospective teachers will be gender sensitive and promote gender sensitization.
Sex-role attitudes of male and female teachers in Toronto
Interchange on Educational Policy, 1979
The concept of the "hidden curriculum" has drawn our attention to the often unconscious transmission of values that takes place at school. It is a reasonable assumption to make that teachers' values will transmit themselves to students. If we are interested in sex equality, it is therefore important to go beyond assessing sexism in curriculum materials and overt differentiation on the part of teachers of girls and boys, and to look at teachers' attitudes towards sex roles.