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ERIC Number: ED170027
Record Type: RIE
Publication Date: 1979-Mar
Reference Count: 0
Differential Teaching Methods Used with Girls and Boys of Moderate and High Achievement Levels.
Frey, Karin S.; Slaby, Ronald G.
The purpose of this paper was to examine how behavioral characteristics (such as achievement level) of children may interact with gender to elicit differential treatment. Subjects were 31 men and 31 women who participated in two tutoring sessions with a fifth-grade pupil. Nine pupils, actually confederates of the experimenter, were trained to play the parts of both a moderate-achieving pupil and a high-achieving pupil. After the first tutoring session, tutors of high-achieving pupils predicted that their pupil would answer more problems correctly than did tutors of moderate-achieving pupils. In both sessions, results show that men asked boys to explain their answers more than they asked girls to explain their answers and that women did not differentiate between girls and boys in the explanations requested. In the second session, differences in the treatment of girls and boys were apparent in the high-achieving condition. Of the four pupil groups, high-achieving girls received the lowest levels of Positive feedback and High-ability statements, significantly less than high-achieving boys. High-achieving girls received the highest levels of Easy-task statements, significantly more than high-achieving boys. These findings are congruent with cultural norms that high achievement is more appropriate for men than for women. (Author/MP)
Publication Type: Speeches/Meeting Papers; Reports - Research
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Biennial Meeting of the Society for Research in Child Development (San Francisco, California, March 15-18, 1979)