Teachers' perception of men in the feminised occupations (original) (raw)
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Sex roles, 1992
Children from two elementary schools, one with thirty-three percent male teachers and the other with no male teachers, were asked to attribute a series of descriptive statements regarding teacher competence to a hypothetical male or female teacher pictured in a cartoon drawing. Students with male teachers were found to make significantly more non-stereotyping attributions than students with no male teachers (F (1,183) = 15.07, p < .001). Multivariate analysis (MANOVA) was carried out on nine competency subscales and for a general competence composite score with school and subject gender as factors. No significant differences between schools were found but significant effects of sex and of a sex by school interaction were found. A discriminant analysis uncovered two canonical variables that discriminate among the four groups: female treatment, male treatment, female control, male control The first function, number of female selections overall, discriminated the females from the males. The second canonical discrimination function, attribution of mismanagement, revealed that the responses of boys and girls are not the same from school to school Control school children made negative attributions in the mismanagement subscale to opposite sex teachers, while treatment children made negative attributions to same sex teachers. In the assignment of mismanagement items, the presence of male teachers significantly influenced responses which ran counter to theories of sex-role identification, including projection by elementary school age children of negative qualities to the opposite sex. An analysis of descriptive data indicates that boys with male as well as female teachers made the most egalitarian attributions to male and female teachers. Data suggest that the inclusion of men as members of the elementary school faculty could be most beneficial to boys.
The Effect of Teacher Gender and Gendered Traits on Perceptions of Elementary School Teachers
Journal of Research in Education, 2017
Little is known about methods to address gender-based bias against male elementary educators. Framed by social role and role congruity theories, this study explored the effects of gendered traits and teacher gender on perceptions of elementary educators. Participants (N = 246) were randomly assigned to view websites that varied gendered traits (communal, agentic, neutral) and teacher gender. When choosing a teacher for their child, individuals preferred either neutral or communal teachers to agentic teachers. Additionally, participants reported that men were significantly less hireable than women, indicating a backlash against men who seek employment in traditionally feminine fields. This study suggests that individuals seeking entry into elementary education should avoid describing themselves in agentic terms.
Illustration of Gender Stereotypes in the Initial Stages of Teacher Training
2020
In this art icle we present a study carried out over the period [2009][2010] in the Vitoria Teaching Institute, part of the Basque Country University (Escuela Universitaria de Magisterio de Vitoria de la Universidad del País Vasco [UPV/ EHU] ) in which we attempt both to identify the perceptions of the student body surrounding the issue of gender equality and their perceived need to be aware of said issues during the init ial stage of their teacher train ing. In brief, we will look at the underlying gender stereotypes found within the student body at the initial stages of training. We track a trajectory which attempts to define different stereotypes and the way in wh ich people are socialised within these stereotypes; as well as looking at the role the school plays in said socialisation. We provide a case study, the key strategy of which has been to use discussion groups as the way of obtaining information.
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.
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Journal of Education and Training Studies
There are negative impacts of gender stereotypes particularly on the education of girls and women. The purpose of this study is to examine pre-service teachers’ profession perceptions within the context of gender using word association test technique and to identify the definition of the concept of “profession” depending on sex. This study is designed as a qualitative research and involves 250 pre-service teachers. In analysing the data, descriptive analysis method is used. Findings are presented in frequency tables and concept networks. The results show that the first profession pre-service teachers mention in their sentences about the concepts of “women and profession” is “teacher”, whereas it is “worker” for the concept of “men and profession”. In the light of the findings, suggestions are made to overcome gender stereotypes and to help individuals to become aware of the acts and talks that reproduce gender inequality.
Gender Mainstream Image of Elementary School Teachers in Germany
US-China education review, 2015
In the study at hand, the image of an elementary school teacher in public shall be analyzed in detail: his/her reputation, characteristics, and trust in him/her. Especially the image of elementary school teachers shall be considered. This investigation deals with the question "Why men mainly teach at secondary schools". A reason for this could the bad image and the appreciation towards elementary school teachers in society. To counter these tendencies, measures have been taken, like Boy's Days, to make the elementary school more attractive for men, too. With the help of polarity profiles and distance scales, the images of male and female elementary school teachers are compared. The results show that the image of elementary school teachers is overall positively rated, but men working at elementary schools are imputed to show alternative behavior and female characteristics. Further research and implication for acting are necessary to find out what relationships exist between the image and the choice of profession of elementary school teachers to take effective mainstream measures.
Teachers' perceptions of their students' gender roles
The Journal of Educational Research, 2001
JSTOR is a not-for-profit service that helps scholars, researchers, and students discover, use, and build upon a wide range of content in a trusted digital archive. We use information technology and tools to increase productivity and facilitate new forms of scholarship. ABSTRACT Attitudes and perceptions of teacher behavior regarding students' gender roles were investigated. A ques tionnaire was administered to 221 Israeli teachers and responses were analyzed according to gender and education setting.
The journal of El-Ryssala for studies and research in humanities, 2023
This research investigates secondary school teachers" gender perceptions and attempts to uncover gender stereotypes. Adopting Grounded Theory methodology and using interviews, twenty-two secondary school Algerian teachers are questioned about their gender perceptions. The results show that gender is perceived as a set of societal norms and structures that determine how individuals are as women or men. The research highlighted two dichotomous gender stereotypes that oppose maths versus languages as fields of competence and outdoor versus indoor spaces as space divided on gender basis. It is significant to unveil gender stereotypes as it raises awareness about their existence and mainly about their altering effect on the attainment of gender equality in education that consists of a non equal binary division in society on gender basis.
Gender Stereotypes in Student Evaluations of Teaching
Frontiers in Education
This paper tests how gender stereotypes may result in biased student evaluations of teaching (SET). We thereby contribute to an ongoing discussion about the validity and use of SET in academia. According to social psychological theory, gender biases in SET may occur because of a lack of fit between gender stereotypes, and the professional roles individuals engage in. A lack of fit often leads to more negative evaluations. Given that the role as a lecturer is associated with masculinity, women might suffer from biased SET because gender stereotypes indicate that they do not fit with this role. In two 2 × 2 between groups online experiments (N's = 400 and 452), participants read about a fictitious woman or man lecturer, described in terms of stereotypically feminine or masculine behavior, and evaluated the lecturer on different SET outcomes. Results showed that women lecturers were not disfavored in general, but that described feminine or masculine behaviors led to gendered evalua...
Current occupational gender stereotypes
Atlantic Economic Journal, 1994
Gender stereotypes are beliefs about attributes associated to women and men that reveal gender discrimination. In order to identify changes of gender discrimination, the study of the stereotypes that prevail nowadays is essential. With this in mind, a scale consisting of 258 stereotypic characteristics was elaborated. This scale comprised two versions, one for female and one for male, which permits the understanding of how each gender is perceived currently. Both versions were filled out by 164 undergraduates (50% women). Taking into account those stereotypes that are still differentially assigned to each gender, this study identifies current gender stereotypes that are independent of sociodemographic characteristics, such as age or sex. In addition, new gender stereotypes emerged recently were gathered, and important changes of stereotypes were emphasized, especially those of feminine stereotypes. According to social role theory, these changes are the consequence of social roles changes. Conclusions highlight that, although part of the results involve progress on the achievement of equality, traditional stereotypic characteristics are still referred to each gender, which perpetuate discrimination.