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ERIC Number: ED422295
Record Type: RIE
Publication Date: 1998-Apr-16
Pages: 43
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Gender Equity Instruction in Teacher Education: What Do Students Learn? What Do Faculty Teach? What Are the Influences?
Pryor, Sherrill Evenson; Mader, Cynthia E.
This study examined preservice teachers' perceptions of gender-related knowledge sources, faculty attitudes, and preferred curricular approaches in gender-equity instruction. The study also examined faculty perceptions of facilitators and barriers to gender-equity instruction. Participants were 758 preservice teachers at three universities and 247 teacher education faculty members in 29 preservice teacher education programs. Both groups responded to open-ended questions on the subject. Students identified sources of knowledge of gender-equitable classroom practices, and faculty identified their preferred curricular approach to gender-related instruction and ranked 10 factors facilitating instruction. Student responses revealed the power of classroom instruction to positively and negatively influence their knowledge. Many students relied on self-education, nonacademic sources, and real life experiences to learn about gender-equitable practices. Teacher education classes were the most common source of students' knowledge of gender-equity classroom practices, and women's studies courses were the least common source. There was strong faculty support for inclusion of gender gender-equity instruction and clear preferences for factors likely to increase such instruction. Almost 78 percent of the faculty said that gender-related instruction should be integrated throughout the curriculum. The most frequently chosen facilitator of gender-equity instruction was student interest, and the least frequently chosen facilitators were state licensing and national accreditation requirements. (Contains 80 references.) (Author/SM)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the American Educational Research Association (San Diego, CA, April 13-17, 1998).