Effects of teacher sex and student sex on classroom interaction.

Abstract

The behavior of male and female teachers toward male and female students in 16 junior high classrooms during 10 instructional hours was compared using the Brophy-Good Dyadic Coding System. The data show that male and female teachers behave differently in some ways, although they show similar patterns in their treatment of boys and girls. High-achieving boys, relative to other students, received the most favorable teacher treatment. But low-achieving boys, relative to others students, received the poorest contact patterns with both male and female teachers. Methodological and substantive implications of the data are discussed.

FORMakademisk 8-2 2015 THE WHOLE ISSUE

“…Boys negatively influenced the learning environment by destroying school materials and by behaving disruptively and inappropriately. Less than 50 years later, Good, Sikes and Brophy (1973) reported the same situation. In their survey of earlier research, they stated that many studies had demonstrated that boys were more aggressive and more difficult to manage than girls.…”

“…In essence, some boys are more unruly in textile-sloyd lessons. Even so, the results discussed in this article are likely valid for teachers of wood and metal sloyd as well, as earlier findings by Good, Sikes and Brophy (1973) emphasised that even if male and female teachers teach differently, they do not treat male and female pupils differently. Furthermore, Swedish teacher education is similar in all sloyd-subjects when it comes to classroom management training, and the forms of employment are similar: there is usually only one or very few sloyd teachers in each school unit.…”

“…According to earlier research (Good, Sikes & Brophy, 1973;Brophy, 1985;Eccles & Blumenfeld, 1985), disruptive boys can be found in all subjects, both sloydsubjects included. According to Halvorsen (2014), one can assume that 'feminine craft means unruly boys'.…”

Implications of the olympiad studies for the development of mathematical talent in schools

“…Male students may believe mathematics is more a male domain (Olszewski-Kubilius & Wohl, 1993) and therefore females are less able to participate in advanced work in the area. The classroom environment, therefore, has been found to encourage males and to discourage females from achieving excellence in mathematics (Becker, 1981;Good, Sikes & Brophy, 1973;Hart, 1989;Karp & Yoels, 1976;Orenstein, 1994;Sacker, Sacker & Long, 1989;Tobin & Gallagher, 1987). Urging students, particularly females, to take a stab at a problem by welcoming educated guesses, or by encouraging students to work together in small groups composed of more than one girl in each group, may assist in increasing females' confidence in their mathematical prowess (Lockheed & Harris, 1984;Treisman, 1985).…”

L’enseignant face aux rôles sexuels des filles et des garçons : une problématique complexe

“…Ces résultats qui, toutefois, ne concernent pas la totalité des enseignants, vont dans le sens des études de Basow (1980), Guttentag et Bray (1977), Good, Sikes et Brophy (1973), Etaugh, Collins et Gerson (1975), Serbin étal (1973, Simmons (1980).…”