Gender Stereotypes: The Impact upon Perceived Roles and Practice of In-Service Teachers in Physical Education

Autor/inn/en	Preece, Stacey; Bullingham, Rachael
Titel	Gender Stereotypes: The Impact upon Perceived Roles and Practice of In-Service Teachers in Physical Education
Quelle	In: Sport, Education and Society, 27 (2022) 3, S.259-271 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Preece, Stacey) ORCID (Bullingham, Rachael)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1357-3322
DOI	10.1080/13573322.2020.1848813
Schlagwörter	Sex Stereotypes; Physical Education; Teacher Attitudes; Teacher Role; Sex Role; Athletics; Social Influences; Gender Differences; Parent Influence; Peer Influence; Government Role; Teacher Behavior; Foreign Countries; United Kingdom (England) + Suchen Sie Ihr Suchwort? Körpererziehung; Sportunterricht; Lehrerverhalten; Lehrerrolle; Geschlechterrolle; Leichtathletik; Sozialer Einfluss; Geschlechterkonflikt; Teacher behaviour; Ausland
Abstract	This study aimed to explore gender stereotypes and their impact upon perceived roles and practice of in-service physical education teachers. Twenty-one qualified PE teachers completed an online story completion method and results were analysed using reflexive thematic analysis. Comparisons were generated between the two-story stems: between male and female participants and between the hypothetical stories and direct question answers. Results showed that teachers' perceptions largely conformed to typical gender stereotypes, including stereotypical views on gender roles, gendered sports and story character assumptions. Participants did not attribute stereotype reproduction to themselves as teachers and negative external pressures arose as a common reasoning for stereotypical practice. However, only female participants highlighted parents and peers as significant contributors, whereas both genders highlighted governmental pressures such as curriculum design. This study displayed that gender segregation, masculine and feminine discourses and gendered habitus are still prominent within PE. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01