Teacher orientations toward masculine and feminine: Role of sex of teacher and sex composition of school

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Abstract

ABSTRACT

296 teachers from both coeducational and single-sex high schools rated the acceptability of stereotypically feminine and masculine traits, indicated their preferences for teaching boys or girls, and completed a measure of their beliefs about teaching. Male and female Ss from both types of schools perceived feminine traits as more acceptable than masculine traits, although male and coeducational school teachers tended to be more tolerant of masculine characteristics than their respective counterparts. Despite the positive valuation of feminine traits, with the exception of female single-sex teachers, Ss tended to prefer male students over female students. Also, compared to females, males expressed a stronger belief in the value of student autonomy and a weaker belief in the need for empathy in teaching. Coeducational teachers believed in the value of emphasizing course content more than did single-sex teachers. Findings are seen as consistent with both the feminized environment conception of schools and the evidence that masculine traits are more highly valued in the wider society than are feminine traits. (French summary) (23 ref) (PsycINFO Database Record (c) 2007 APA, all rights reserved)

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