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Attribution theory supports the notion that teachers respond to student behavior based upon their own beliefs regarding the causation of behavior. This study examined differences in male and female teachers' attributions and beliefs in relation to gender and success of their students. Subjects, 250 high school teachers, half male and half female, completed a 2-part survey to measure their attributions of student success or failure in relation to gender-associated behaviors. The teachers were also asked to identify the gender of students believed to be most successful within the teacher's content area. Findings indicated over half of the female teachers and a third of the male teachers reported female students to be more successful in their content areas. Both male and female teachers reported boys to be most successful only in traditional male subjects, such as metal shop and woodworking, whereas female students were identified as most successful in all content areas with the exception of these traditionally male dominant areas. The results implied that male and female students are receiving different educational experiences based upon a combination of their own ability and what their teachers believe to be appropriate gender-based behavior. It was recommended that educators be made aware of any sex-biases which influence their behavior toward students and that schools provide students with a balance of male and female teachers from K-12. Findings are reported in 86 tables, which comprise the bulk of the document. (Contains 20 references.) (LL)

Descriptors: Academic Achievement, Attitude Measures, Attribution Theory, Gender Issues, High Schools, Secondary School Teachers, Sex Bias, Sex Differences, Student Behavior, Student Characteristics, Teacher Attitudes, Teacher Expectations of Students, Teacher Student Relationship

Autor: Bennett, Christene K.; Bennett, Jerry A.

Fuente: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=10042&id=ED375127

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