Sexism in the Classroom: The Effect of Simple Informational Awareness on the Gender Bias of Teachers' Feedback to Students

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dc.contributor.author Crawford, Jacqueline K.
dc.date.accessioned 2008-03-17T14:05:46Z
dc.date.available 2008-03-17T14:05:46Z
dc.date.issued 1989-09
dc.identifier.other 1989 .C72
dc.identifier.uri http://hdl.handle.net/2092/718
dc.description viii, 176 leaves. Advisor: Dr. Barry Steim en
dc.description.abstract This study investigated the effects of: (1) student gender, (2) teacher gender, (3) attendance at a simple informational awareness session, and (4) teachers' knowledge of their own gender bias patterns; on the frequency and types of teachers' feedback to female and male students. The research study involved a one-group, pretest-posttest experimental design. Twenty-six public school classrooms were observed, with an equal representation of female and male teachers, and an equal distribution of teachers at each grade level (kindergarten through twelfth). After the initial observation, teachers completed a pretest measure on their knowledge of gender bias patterns in classroom communications, and they attended a simple informational awareness session on gender equity in teacher and student interactions. Following the inservice, the quiz was readministered and each teacher was observed a second was readministered and each teacher was observed a second time. The t. test results for the first observations indicated that teachers gave male students significantly more feedback than female students in seven of nine categories: total feedback, praise of intellect, total praise, criticism of intellect, criticism of behavior, total criticism, and assistance. There was not a significant difference in the amount of neutral and praise of behavior feedback given to female and male students. After attendance at a simple informational awareness session on gender bias is classroom communications, a significant change was observed in teachers' knowledge and their feedback to female and male students. Although there was a significant change in teachers' behavior, and they changed their biases in a majority of the feedback categories, they did not make significant progress toward giving equal amounts of feedback to female and male students in most categories. In most feedback areas, there was not a significant difference between female and male teachers. It is recommended that researchers who are contemplating future studies use a larger sample, and observe teachers for longer periods of time. Also of interest would be the investigation of the effect of the observers' gender on the teachers' behavior. en
dc.format.extent 10651017 bytes
dc.format.mimetype application/pdf
dc.language.iso en_US
dc.publisher Drake University en
dc.relation.ispartofseries Drake University Dissertations, School of Graduate Studies;1989
dc.subject Sexism in education en
dc.subject Teacher-student relationships--Communication en
dc.title Sexism in the Classroom: The Effect of Simple Informational Awareness on the Gender Bias of Teachers' Feedback to Students en
dc.type Thesis en


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