The purpose of this study was to evaluate the gender stereotypes endorsed by elementary and high school students regarding mathematics and language. We developed a questionnaire allowing students to rate mathematics and language as either male or female domains and administered it to a sample of 984 elementary and high school French-speaking Canadian students (Grades 6, 8, and 10). Results showed that, with the exception of Grade 6 boys, students did not believe that mathematics was a male domain, or even conceived of mathematics as a predominantly female domain, suggesting that the traditional stereotype favouring boys in mathematics might have changed over the past few years. Moreover, language was clearly viewed as a female domain. Overall, our findings suggest that boys seem to be in need of encouragement in school, especially regarding language, where the advantage given to girls is particularly salient.
While some teachers experience burnout or literally quit the profession considering their challenging working conditions, others take stress as a challenge and try to improve professionally, a dynamic that could be termed resilience. Literature point out that professional competences are an important personal protective factor enhancing teacher resilience. It also appears that teacher reflection is fairly significant in professional development process. This doctoral study sought to explore the relationship between teachers' resilience and reflection on practice. Twenty-three teachers from seven underprivileged schools participated in this mixed method study. They were invited to complete a quality of work life questionnaire and a daily stress diary, and to participate in a semi-structured interview. The analysis has highlighted four resilience profiles among these teachers: 1) very resilient, 2) resilient, 3) somewhat resilient, and 4) non-resilient. Vertical analysis of four representative cases according to their reflection has shown that low resilience seemed to be related to an increased emphasis on the problems instead of the solutions, and on the environmental instead of the personal reflective contents, and inversely. Despite its limits, this study reveals evidence of empirical relationships between teacher resilience and reflection, and highlights avenues for professional development, and ideas for future research.
Résumé
L’objectif de ce texte est d’examiner la valeur du concept de résilience pour l’éducation, en étudiant ses possibilités d’application à même les interactions entre divers champs sémantiques. Afin de contribuer à une analyse conceptuelle qui gagne en clarté et en rigueur, l’examen de la résilience est ici balisé en référence à ses désignations praxique, formelle, axiologique et explicative. Sont ainsi dégagés le noyau et le réseau conceptuels qui mettent en évidence les notions de risque et d’adaptation comme pivots de la définition. Les principales critiques adressées à ce corpus de recherche permettent d’esquisser une reformulation de la résilience éducationnelle qui tient compte de la perspective systémique et des postulats de la théorie écologique de Bronfenbrenner (1979). Sont ainsi proposés, de manière exploratoire, quelques éléments d’un modèle écologique de résilience éducationnelle, propres à favoriser le développement d’écoles en santé.
Cet article théorique expose l’étendue des stéréotypes de genre favorisant les garçons en mathématiques et les filles en langues, ainsi que leur influence sur la réussite et le cheminement scolaire. En mathématiques, l’analyse des écrits révèle qu’en dépit de stéréotypes explicites pro masculins moins saillants qu’auparavant, les élèves entretiennent toujours implicitement ces croyances. Les mesures explicites et implicites révèlent que les langues sont perçues comme un domaine plus féminin que masculin. Les quelques études sur l’impact des stéréotypes soulignent leur effet sur la motivation et le rendement scolaire. Enfin, les résultats recensés sont interprétés en regard du milieu scolaire québécois.
AN EXPLORATION OF THE EDUCATIONAL RESILIENCE OF TEACHING STAFF -This study focuses on the degree of resilience displayed by teaching staff with the aim of promoting their professional development and preventing job-related exhaustion. Seven underprivileged schools in Montreal were selected, and 24 teaching staff with contrasting personal profiles were interviewed on the subject of their work. The Alceste software was used to analyse the conversations, which revolved around techniques applied when dealing with critical incidents. The main analysis identified five different discourses among the respondents. Three of these were associated with the more resilient of the teachers and two were associated with the more vulnerable ones. Resilient teaching staff characteristically discussed dealing with aggressive behaviour, the teaching-learning relationship and the subject of social relationships, whereas vulnerable teaching staff focused on work beyond the classroom, people in positions of higher authority and the community. The authors note that teachers who are just embarking on their careers appear more vulnerable than more experienced teaching staff, which suggests that more resources should be provided to support teachers in their profession.Zusammenfassung -ERFORSCHUNG DER PÄ DAGOGISCHEN BELAS-TBARKEIT VON LEHRKRÄ FTEN -Diese Studie untersucht den Grad der Belastbarkeit von Lehrkra¨ften mit dem Ziel der Fo¨rderung professioneller Entwicklung und der Pra¨vention arbeitsbedingter Erscho¨pfungszusta¨nde. Ausgewa¨hlt wurden sieben unterprivilegierte Schulen in Montreal. 24 Lehrkra¨fte mit gegensa¨tzlichem Perso¨nlichkeitsprofil wurden u¨ber ihre Arbeit befragt. Die Analyse dieser Gespra¨che u¨ber Techniken der Konfliktbewa¨ltigung bei schwierigen Vorfa¨llen wurde mit der AlcesteSoftware durchgefu¨hrt. Die Hauptanalyse ergab fu¨nf unterschiedliche Herangehensweisen der Befragten, von denen drei den belastbareren, zwei den anfa¨lligeren Lehrkra¨ften zuzuordnen waren. Zum charakteristischen Verhalten der belastbaren Lehrkra¨fte za¨hlten Diskussionen u¨ber der Umgang mit aggressivem Verhalten, u¨ber die Beziehung zwischen Lehrern und Schu¨lern und u¨ber soziale Verha¨ltnisse. Die anfa¨lligen Lehrkra¨fte setzten hingegen eher auf Arbeit außerhalb des Klassenzimmers, auf Autorita¨tspersonen ho¨herer Instanzen und auf die Gemeinschaft. Die Autoren registrieren bei Berufsanfa¨ngern eine ho¨here Belastungsanfa¨lligkeit als bei erfahreneren Lehrkra¨ften und empfehlen die Bereitstellung umfangreicherer Ressourcen zur professionellen Unterstu¨tzung der Lehrkra¨fte.Re´sume´-EXPLORATION DE LA RÉ SILIENCE É DUCATIONNELLE CHEZ DES ENSEIGNANTS -Cette e´tude sur la re´silience des enseignants est mene´e dans une perspective de promotion du de´veloppement professionnel et de pre´vention de l'e´puise-ment professionnel. Sept e´coles de´favorise´es de Montre´al ont e´te´se´lectionne´es et vingtquatre enseignants aux profils contraste´s sur la base d'indices personnels ont e´teŕ encontre´s pour un entretien sur leur travail. Ces entretien...
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