Alt Title

Influence of teacher gender type on teacher attributions and expectancy for student success

Publication Date

1997

Document Type

Dissertation/Thesis

Degree Name

M.A. (Master of Arts)

Department

Department of Psychology

LCSH

Teachers--Psychology||Sex role||Teacher-student relationships||Attribution (Social psychology)

Abstract

Teachers' attributions of students' behavior can have a profound effect on the future success of a child. In addition, it has been demonstrated that an individual's gender type can influence the way he or she views his or her environment. In the present study, prospective teachers enrolled at Northern Illinois University were presented with three distinct problem behaviors (internalizing, externalizing, and academic problem behaviors) to determine if they attribute various problem behaviors of male and female students differentially depending on their gender-role thinking and to discover any long term-effects of these attributions. The Bern Sex Role Inventory was administered to all participants to determine their socialization to society's concept of “masculinity” and “femininity.” It was hypothesized that students displaying gender nonstereotypical behavior problems would be more likely to be referred to a school psychologist; have behavior problems attributed to internal, stable, and uncontrollable factors; and have lower expectancies for success by gender-typed prospective teachers only. Participants who fall into the three other categories (androgynous, undifferentiated, and cross-sex-typed) were not expected to differentiate between students on the dependent variables. Results found that gender-typed teachers rated nonstereotypical problem behaviors for a child’s gender differentially on the dimensions of intemality, globality, and IQ estimate. These concepts have the highest saliency and clarity for individuals outside the field of psychology and were easiest to detect differences between gender-typed and non-gender-typed teachers. Implications are discussed as well as limitations and directions for future research.

Comments

Includes bibliographical references (pages [82]-86)

Extent

viii, 123 pages

Language

eng

Publisher

Northern Illinois University

Rights Statement

In Copyright

Rights Statement 2

NIU theses are protected by copyright. They may be viewed from Huskie Commons for any purpose, but reproduction or distribution in any format is prohibited without the written permission of the authors.

Media Type

Text

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