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ERIC Number: ED407405
Record Type: Non-Journal
Publication Date: 1997-Feb
Pages: 11
Abstractor: N/A
Reference Count: N/A
The Relationship of Preservice Teachers' Knowledge of Gender-Equitable Classroom Practices and Egalitarian Attitudes.
Pryor, Sherrill Evenson
This document reports on a study to examine the relationship of prospective teachers' egalitarian attitudes or "beliefs about the equity of males and females in school or university settings." Research focused on the extent of preservice teachers' knowledge about gender-equitable classroom practices and egalitarian attitudes. Study participants were 758 preservice teachers at 3 large Midwestern universities. The preservice teachers were sampled during their required student teaching orientation session. Analysis of the data revealed that overall preservice teacher knowledge of gender equitable classroom practices was generally low. For example, preservice teachers knew that the English language is inherently biased, but they did not know how language affects students' thinking and application in the context of learning. Also, while preservice teachers knew that in general males get more feedback that enhances higher level thinking, they did not know that females often get feedback that results in low ability messages. Study findings also indicated that individuals with egalitarian attitudes were more likely to have acquired knowledge of gender-equitable classroom practices and to use those practices in their day-to-day teaching. (Contains 23 references.) (ND)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A