Boys are Like Puppies, Girls Aim to Please

How Teachers’ Gender Stereotypes may Influence Student Placement Decisions and Classroom Teaching

Bibliographic Data

ID8158636
AuthorsTasha Riley (0000-0002-7867-983X, Griffith University, corresponding author)
Year2014
Volume60
Issue1
Pages1-21
Publication date2014-12-19
Open AccessYes
TypeARTICLE
VenueAlberta Journal of Educational Research (JOURNAL)
Journal identifiersISSN: 0002-4805 • E-ISSN: 1923-1857
PublisherUniversity of Alberta Press (PUBLISHER • CA)
DOI10.55016/ojs/ajer.v60i1.55729
OpenAlexW4399658791
LanguageEN
Citations received6

Since teachers’ decisions and behaviour potentially influence learners’ future academic and occupational status, it is imperative that these decisions be unbiased. In the study reported here, 21 teachers were invited to place 24 fictional student record cards into regular, advanced, or supplementary learning assistance classes. Study findings revealed that teachers’ perceptions of the differences between male and female learners were clearly defined and, on some occasions, did influence teachers’ decisions regarding at which achievement level to place student record cards. Findings, as well as the research method employed, may provide teacher educators with useful tools for sensitizing teachers to the implications of their beliefs and biases as well as encouraging awareness toward specific instances of gender stereotyping in the classroom

Developmental psychology · Mathematics education · Pedagogy · Teaching method · Gender Roles and Identity Studies · Psychology · Teacher Education and Leadership Studies

Tools

Open DOIOpen Access