Three Third-Grade Teachers' Gender-Related Beliefs and Behavior

Deborah A. Garrahy

46 citations0/0 files storedThe Elementary School Journal

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Gender, Sexuality, and Education Gender and Feminist Studies Education, Achievement, and Giftedness

Abstract

The purpose of this study was to investigate the ways in which 3 third-grade teachers diminished or contributed to the gender-differentiated schooling experiences of girls and boys by comparing the teachers' gender beliefs with what actually happened in their classrooms. The teachers, from a midwestern elementary school, were observed and interviewed during the 15-week data collection period. Data were analyzed using the constant-comparison method. Results indicated that the teachers worked from a gender-blind position, meaning they believed they did not take students' gender into account when teaching. However, the teachers' beliefs did not match their practices.

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References

1990Qualitative evaluation and research methods 1992Teachers' Beliefs and Educational Research: Cleaning up a Messy Construct 1992Affirming Diversity: The Sociopolitical Context of Multicultural Education.1992Implication of Research on Teacher Belief 1995Gender Play: Girls and Boys in School.1996A review of research on teacher beliefs and practices 1989The Knowledge, Beliefs and Attitudes of the Mathematics Teacher: a model 1995Failing at fairness : how our schools cheat girls

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