ERIC Number: ED389457
Record Type: Non-Journal
Publication Date: 1994
Reference Count: N/A
Sugar and Spice and Puppy Dog Tails: Gender Equity among Middle School Children.
Levine, Esther Zager; Orenstein, Fran M.
This study examined the issue of gender equity among middle school students. Literature of the past 20 years was reviewed, showing that bias in schools still exists. The purposes of the study were to determine if changes in attitudes and behaviors have occurred as a result of gender equitable treatment and to ascertain if exposure to inequitable treatment and the socialization process have established a paradigm for attitudes and behavior. The sample consisted of 1,005 middle school children in grades 5 to 8, 69 teachers, and 10 counselors from 2 suburban middle class school districts in New York and New Jersey. Students, teachers, and counselors were asked to respond to a questionnaire on a variety of gender equity issues and to state their personal views in their own words. The results of the 12 student survey questions are discussed in detail. The responses of the teachers reflect their knowledge of the issues surrounding gender equity and equitable behaviors in the classroom. However, according to the students, the teachers are not treating them equitably. Areas suggested for further study are sensitizing teachers to their "teacher talk," and determining how the community, along with schools, can counsel youngsters towards careers in mathematics and technology when appropriate, regardless of gender. The three survey instruments and results of the student survey are appended. Contains 31 references. (BAC)
Descriptors: Elementary School Teachers, Gender Issues, Intermediate Grades, Junior High Schools, Middle School Students, Middle Schools, Sex Bias, Social Attitudes, Socialization, Student Attitudes, Student Surveys, Teacher Attitudes, Teacher Behavior, Teacher Expectations of Students, Teacher Response, Teacher Student Relationship
Publication Type: Reports - Research; Information Analyses; Tests/Questionnaires
Education Level: N/A
Authoring Institution: N/A