What's Gender Got To Do With It? Teachers' Perceptions Of Situation Severity And Requests For Assistance

Abstract

There is currently a gap in the consultation literature related to how teacher and student gender may affect teacher perceptions of and responses to student behavior. In this study, 147 preservice and practicing teachers were presented with four ''gender-neutral'' student-centered problems in the form of short vignettes in which the gender of the student was rotated. Respondents rated these vignettes on problem severity, likelihood of seeking assistance, and from whom they would seek assistance. Data were analyzed by teacher status (preservice or practicing), teacher gender, and student gender. Results suggest teachers typically did not make different decisions based on student gender. However, female teachers often rated student situations as more severe than their male colleagues, with some differences between practicing and preservice teachers. The potential implication of this and related findings for the process of consultation are highlighted.

The Effects of Student and Teacher Characteristics on Teacher Impressions of – and Responses to – Student Behaviors

“…4; 2012 105 significant differences in teacher responding based on the implied gender and race of the student involved in the behavioral incident. This is consistent with findings from Chan et al (2009) suggesting a lack of racial bias, as well as findings from Green et al (2008) suggesting a lack of gender bias when using vignettes. This may indicate that bias based on racial and gender stereotypes alone may not be influencing teachers' decision making, implicating cultural mismatch or other factors instead.…”

“…In addition, male and female teachers may punish misbehavior differently, depending on a student's history of misbehavior and level of academic performance (Salvano-Pardieu et al, 2009). For example, although Green et al (2008) found no differences in teacher responding to behaviors based on student gender, they did find differences based on teacher gender. Specifically, female teachers rated the behaviors as more severe than their male counterparts.…”

“…Skiba et al (2002), as previously mentioned, found evidence that there may be actual differences in male student behavior that explain the discipline gap, which implies a minimized role of bias. Also, Green, Shriberg, & Farber (2008) found no differences in teacher responses to student behaviors (presented in vignettes) based on the gender of the student.…”

“…Skiba et al (2002), as previously mentioned, found evidence that there may be actual differences in male student behavior that explain the discipline gap, which implies a minimized role of bias. Also, Green, Shriberg, & Farber (2008) found no differences in teacher responses to student behaviors (presented in vignettes) based on the gender of the student.The role of teachers in the discipline gap is further complicated by the demographic characteristics of teachers themselves. Young teachers report that they would enact harsher punishments than older teachers (Salvano-Pardieu, Fontaine, Bouazzaoui, & Florer, 2009).…”

Perceptions of Uncivil Student Behavior in Dental Education

“…Such differences in gender participation across studies may partly explain differences in study results. For example, Green et al found that female teachers perceived behavior challenges to be more severe than did their male colleagues 17 …”