The Teacher's Part in Sex Role Reinforcement.

Autor/inn/en	Zach, Lillian; Price, Michelle
Titel	The Teacher's Part in Sex Role Reinforcement.
Quelle	, (11 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Expectation; Hypothesis Testing; Individual Characteristics; Interaction; Literature Reviews; Reinforcement; Research Needs; Role Perception; Role Playing; Sex Differences; Student Attitudes; Teacher Attitudes; Teacher Behavior; Teacher Influence; Teacher Role + Suchen Sie Ihr Suchwort? Expectancy; Erwartung; Hypothesenprüfung; Hypothesentest; Personality characteristic; Personality traits; Persönlichkeitsmerkmal; Interaktion; Positive Verstärkung; Forschungsbedarf; Role conception; Rollenverständnis; Rollenspiel; Sex difference; Geschlechtsunterschied; Schülerverhalten; Lehrerverhalten; Teacher behaviour; Lehrerrolle
Abstract	This study investigates whether teachers do hold differential expectations for boys and girls in a diverse range of classroom functioning. Major research conducted to date and a study currently underway are reviewed. In sum, this paper hopes to raise a number of important questions for future investigation. Much previous research has investigated the hypothesis that boys receive more teacher disapproval than girls. There have been three general approaches to studying this topic: (1) direct observations of teacher behavior, (2) subjective reports by teachers concerning their treatment of boys and girls, and (3) subjective reports by children concerning their perception of teacher attitude toward boys and girls. The majority of studies using direct measures of teacher behavior confirms the hypothesis that boys receive more teacher disapproval than girls. Other studies have suggested that the interaction between various student characteristics, their sex, and teacher reaction is the important consideration. To investigate this, Sears (1963) asked a group of teachers to rate the children in their classes in terms of how much he/she enjoyed having each one in the group. A number of personality and ability measures on the children were available. The children were divided into two ability groups by sex for data analysis. The results indicated that the characteristics which best predicted whether a teacher would like a pupil differed for each of the four groups. Five general questions emerge. These include: (1) To what extent does stereotyping exist among teachers? and (2) To what extent do teacher characteristics determine the nature of the stereotypical behavior? (CK)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01