Gender Bias in the Middle Level Classroom: The Intersection of Observation, Teacher Self-Perceptions, and Student Perceptions

Autor/inn/en	Watson, Carol; Plump, Jenna; Durham, James
Titel	Gender Bias in the Middle Level Classroom: The Intersection of Observation, Teacher Self-Perceptions, and Student Perceptions
Quelle	In: Journal of Research in Education, 31 (2022) 1, S.124-150 (27 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1083-6470
Schlagwörter	Middle School Students; Middle School Teachers; Social Cognition; Gender Bias; Gender Differences; Self Concept; Naturalistic Observation; Teacher Behavior; Teacher Student Relationship; Classroom Environment; Sex Stereotypes; Student Empowerment; Student Attitudes; Student Experience + Suchen Sie Ihr Suchwort? Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Teacher; Teachers; Lehrer; Lehrerin; Lehrende; Soziale Kognition; Geschlechterstereotyp; Geschlechterkonflikt; Selbstkonzept; Naturbeobachtung; Teacher behaviour; Lehrerverhalten; Teacher student relationships; Lehrer-Schüler-Beziehung; Klassenklima; Unterrichtsklima; Studienberechtigung; Schülerverhalten; Studienerfahrung
Abstract	The middle level years (ages 9-15) are particularly critical for young adolescent students as they explore who they are, and how they fit into the world (AMLE, 2020). Developing an awareness and understanding of how genders are sometimes treated inequitably can have a significant impact on young adolescents' self-perceptions and developing sense of academic competency (Parker, 2010; Steensma et al., 2013). This investigation sought to incorporate student voice into the conversation by considering perspectives from both teachers and students, as well as documenting observable behaviors during regular classes. By intersecting these three data sources and analyzing for commonalities and disconnects, a more accurate picture of gender bias in middle level classrooms may result. Observational findings support existing research that teachers interact significantly more often with boys than with girls in general in both positive and negative ways. Teachers are aware and report that they do treat students of different genders differently but tend to focus on behavior/discipline as opposed to academic success. Student responses indicate that they perceive teachers to have a very stereotypical view of the content areas in which boys and girls excel, but this is not reflected in data collected from teachers about their own self-perceptions. Implications for classroom practice and further research are discussed. (As Provided).
Anmerkungen	Eastern Educational Research Association. George Watson, Marshall University, One John Marshall Drive, College of Education and Professional Development, Huntington, WV 25755. e-mail: eerajournal@gmail.com; Web site: http://www.eeraorganization.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01