Finnish Comprehensive Vocational Institute Teachers' Gender-Role Attitudes.

Autor/inn/en	Lasonen, Johanna; und weitere
Titel	Finnish Comprehensive Vocational Institute Teachers' Gender-Role Attitudes.
Quelle	(1991), (16 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Access to Education; Affirmative Action; Attitude Change; Educational Opportunities; Employed Women; Equal Education; Equal Opportunities (Jobs); Foreign Countries; Nondiscriminatory Education; Nontraditional Occupations; Postsecondary Education; Sex Fairness; Sex Role; Sex Stereotypes; Teacher Attitudes; Vocational Education; Vocational Education Teachers; Womens Education; Finland + Suchen Sie Ihr Suchwort? Education; Access; Bildung; Zugang; Bildungszugang; Attitudinal change; Einstellungsänderung; Bildungsangebot; Bildungschance; 'Female employment; Women''s employment'; Frauenbeschäftigung; Equal opportunity; Equal opportunities; Job; Jobs; Chancengleichheit; Beruf; Ausland; Non-traditional occupations; Alternatives Berufsfeld; Post-secondary education; Tertiäre Bildung; Sexualaufklärung; Geschlechterrolle; Lehrerverhalten; Ausbildung; Berufsbildung; Ausbilder; 'Women''s education'; Frauenbildung; Finnland
Abstract	A study was conducted to determine Finnish vocational teachers' gender-role attitudes. It also identified the personal and professional variables that best explained the variance in gender-role attitudes. The sample consisted of 923 comprehensive vocational institute teachers from all major geographical areas of Finland; 92.3 percent returned a survey based on Osmond and Martin's (1975) Sex-Role Attitude Scale. Zero-order correlations and stepwise multiple regression conducted among personal and professional variables (gender, age, household income, teaching general subjects, and marital status) and the gender-role attitudes scale revealed that gender explained most of the variance in gender-role attitudes. The findings among Finnish vocational teachers paralleled those of U.S. studies. Male and older teachers with less education had more traditional gender-role attitudes than female and younger teachers. Teachers and administrators may need training in more gender-equitable teaching and in awareness of their nonverbal behavior; such training can contribute to less gender-biased schools. (Appendixes include 20 references and 4 data tables.) (Author/YLB)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC