Sex Role Expectations of Classroom Teachers, Grades 1-12

Benz, Carolyn R.; Pfeiffer, Isobel L.; Newman, Isadore

doi:10.2307/1162663

Cited by 4 publications

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“…Even so, girls' adaptation to school, as a consequence of the similarity between the pupil role and the feminine sex role, is not directly connected with academic achievement. Here, actually, the male sex role suits the pupil role, and girls with good achievements are regarded as androgynous (having both masculine and feminine traits) (Benz, Pfeiffer, & Newman, 1981). Teacher expectation, influenced by both attribution and achievement factors, affects teacher evaluation and the whole process of teacher-pupil interaction in the classroom (Clifton, Perry, Parsonson, & Hryniak, 1986).…”

Section: Sex and Achievementmentioning

confidence: 99%

Achievements and Aspirations Among Boys and Girls in High School: A Comparison of Two Israeli Ethnic Groups

Kfir

1988

American Educational Research Journal

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Two important attributes that tend to interact with achievement in de termining an individual's status are sex and ethnic group affiliations. Accordingly, it was hypothesized that achievement and aspiration differences would be found between the sexes within different ethnic groups in society and that in some cases there would be a sex-ethnic origin interaction, meaning that gender differences would vary by ethnic group. After controlling for socioeconomic status (SES) and ability, social sex roles and the process of identifying with them were expected to explain the differences between boys and girls in achievements and aspirations. Such differences were found in the discontinuity of girls' achievements in high school (teacher evaluations, grouping and tracking, getting into the academic track, number of school years-all girls' advantages) and their early status attainment as it is expressed in cognitive achievement and educational and occupational aspirations at age 17-18.

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Section: Sex and Achievementmentioning

confidence: 99%

Achievements and Aspirations Among Boys and Girls in High School: A Comparison of Two Israeli Ethnic Groups

Kfir

1988

American Educational Research Journal

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“…Girls were rated as more emotional and as more interested in art and literature. Benz, Pfeiffer, & Newman (1981) took this line of research a step further. Seventy teachers in Grades 1-12 rated a student described as either a male, female, high achieving male or female, or low achieving male or female on a revised version of the Bern Sex-Role Inventory.…”

Section: Other Possible Basesmentioning

confidence: 99%

The bases of teacher expectancies: A meta-analysis.

Dusek¹,

Joseph²

1983

Journal of Educational Psychology

262

153

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“…After presenting fifty-six classroom teachers with four case studies of students, Schlosser and Algozzine (1980) reported that teachers tend to be more accepting of student behavior that is appropriate for student sex role rather than that which is cross-sexed. Benz and others (1980. ) asked seventy teachers to rate the abilities of students from various hypothetical descriptions.…”

Section: Male and Female Students Showed Similar Achievement In Thesementioning

confidence: 97%

The use of the forced compliance paradigm in modifying sex role attitudes and its relation to feedback, sex role orientation and perceptual differentiation

Hay

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Sex Role Stereotypes in Education Another institution that was influenced by this pressure to overcome traditional sex role stereotypes was education. Efforts were made to change educational practices so that male and female students would no longer be limited to stereotypic roles. As a result, curriculum offerings were expanded so that courses such as home economics and industrial arts which once segregated male and female students have now been opened to all students. Textbooks also began to reflect broader perspectives and more realistic social trends as publishers adopted nonsexist guidelines and standards. The effect that teachers have in perpetuating sex role stereotypes was also focused upon. A recent study by Jacko, Karmos and Karmos (1980) noted that: The primary responsibility for effecting change in the attitudes and behaviors of young people lies with classroom teachers them selves. Until the classroom teachers have developed nonsexist attitudes and awarenesses, chances of creating an atmosphere of equality for both male and female students are limited (p. 43). Jacko, Karmos and Karmos (1980) surveyed eighty-six teachers in two southern Illinois school districts and found that while these teachers were aware of stereotyping in society, this sensitivity to the problem did not extend into the classroom. The researchers concluded that "awareness alone is not sufficient for change. Genuine changes in attitudes precede substantive changes in teaching behaviors" (p. 48). The need to change teacher attitudes and behaviors so that a more nonsexist orientation is prevalent becomes even more imperative after 3 consideration of the effects that such attitudes and behaviors have upon students. Research conducted during the 1960s and 1970s revealed that male and female students were treated differently by their teachers. Several summaries of this research in various literature reviews illustrated this differential treatment. Brophy and Good's book Teacher-Student Relationships: Causes and Consequences (1974) outlined the results of many studies and concluded that sex differences were apparent in the way students were treated and the way they achieved. For instance, they contended that teachers were more likely to hold negative attitudes toward boys because of expected behavior problems. Teachers were also prone to underestimate male intelligence and achievement which some times resulted in lower grades for male students. A 1977 review of research conducted by the Cornell University Community Services Department contended that teachers were the key to helping students expand roles, but that teachers often tended to ascribe sex stereotyped characteristics to typical boys and girls. These findings indicated that numerous studies have further documented the reading and behavior problems associated with males, have shown teacher-student interaction patterns to favor males, have noted differential treatment in male-female career counseling and have substantiated the decline in female achievement and confidence that occu...

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Sex Role Expectations of Classroom Teachers, Grades 1-12

Cited by 4 publications

References 0 publications

Achievements and Aspirations Among Boys and Girls in High School: A Comparison of Two Israeli Ethnic Groups

Achievements and Aspirations Among Boys and Girls in High School: A Comparison of Two Israeli Ethnic Groups

The bases of teacher expectancies: A meta-analysis.

The use of the forced compliance paradigm in modifying sex role attitudes and its relation to feedback, sex role orientation and perceptual differentiation

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