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ERIC Number: ED011935
Record Type: RIE
Publication Date: 1966
Pages: 25
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: N/A
TEACHERS' INTERACTIONS WITH BOYS AND WITH GIRLS.
FELDMAN, DAVID H.; SEARS, PAULINE S.
AN EXAMINATION WAS MADE OF THE TEACHERS' PART IN THE DEVELOPMENTAL TASKS OF CHILDREN IN ADOPTING AND MAINTAINING A SEX-ROLE THAT WILL HELP THEM REACH A SENSE OF REAL IDENTITY. ANSWERS WERE SOUGHT FOR TWO QUESTIONS--(1) DO TEACHERS REACT DIFFERENTLY TO BOYS AND GIRLS, AND (2) IF SO, WHAT EFFECT MAY THIS HAVE ON THE INTELLECTUAL AND SOCIAL DEVELOPMENT OF THE BOYS AND GIRLS CONCERNED. A QUESTIONNAIRE USED TO OBTAIN TEACHERS OPINIONS ON WHETHER THEY BEHAVE DIFFERENTLY WHEN INTERACTING WITH BOYS OR WITH GIRLS REVEALED THAT (1) ABOUT HALF OF THE SAMPLE, BOTH MEN AND WOMEN, FELT THEY DID MAKE SOME DIFFERENTIATION AND (2) A MAJORITY DID NOT THINK THEIR TEACHING AIMS DIFFERED FOR BOYS OR GIRLS. THE AUTHORS ALSO PRESENTED FINDINGS FROM A SURVEY OF LITERATURE UNDER THE HEADINGS OF (1) DIRECT MEASURES OF TEACHER BEHAVIOR WITH RESPECT TO SEX OF CHILD, (2) INDIRECT MEASURES (SUBJECTIVE REPORT, GRADES, SATISFACTION MEASURES), AND (3) TEACHER BEHAVIOR IN RELATION TO SEX OF TEACHER. IN EACH OF THESE AREAS EVIDENCE WAS FOUND SHOWING SEX DIFFERENCES IN BEHAVIOR. SEX OF CHILD WAS FOUND TO BE MORE IMPORTANT THAN SEX OF TEACHER IN THE FINDINGS. THIS WAS ESPECIALLY TRUE IN THE ASSIGNMENT OF GRADES. GIRLS RECEIVED HIGHER GRADES THAN BOYS, BUT THIS WAS NOT MORE TRUE WHEN A CHILD HAD A MALE TEACHER RATHER THAN A FEMALE. IN PRESENTING THEIR CONCLUSIONS, THE AUTHORS SUGGESTED THAT MAXIMUM INTELLECTUAL FUNCTIONING MAY BE ACHIEVED BY GIVING GREATER EMPHASIS TO DEVELOPING SENSITIVITY AND RESPONSIVENESS IN BOYS, AND TO TEACHING GIRLS TO BE TOUGHER IN THEIR THINKING AND TO HAVE MORE CONFIDENCE IN THEIR ABILITY TO SOLVE PROBLEMS. ONE COMPLICATION CITED IN ACHIEVING THIS GOAL WAS A LACK OF CERTAINTY OF THE EFFECTS ON CHILDREN OF SPECIFIED TEACHER BEHAVIORS. (AL)
Publication Type: N/A
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: N/A
Authoring Institution: N/A
Identifiers: California (Stanford)