Gender and Cultural Differences in Teacher-Student Interpersonal Behavior.

Abstract

The purpose of this study was to determine associations between science and mathematics students' perceptions of their classroom learning environments, the cultural backgrounds and gender of students, and their attitudinal and achievement outcomes. The subjects were 3,994 students from 182 secondary school science and mathematics classes in 35 coeducational schools in Western Australia and Tasmania. The students completed a survey including the Questionnaire on Teacher Interaction (QTI), an attitude to class scale, and questions relating to cultural background. Statistical analyses have confirmed the reliability and validity of the QTI for secondary school science and mathematics students. Generally, the dimensions of the QTI were found to be significantly associated with student attitude scores. In particular, students' attitude scores were higher in classrooms in which students perceived greater leadership, helping/friendly, and understanding behaviors in their teachers. Females perceived their teachers in a more positive way than did males, and students from an Asian background tended to perceive their teachers more positively than those from the other cultural groups used in the study. (Contains 24 references). (Author/SPM) ******************************************************************************** * Reproductions supplied by EDRS are the best that can be made * * from the original document. * ******************************************************************************** GENDER AND CULTURAL DIFFERENCES IN TEACHER-STUDENT INTERPERSONAL BEHAVIOR Darrell L. Fisher, Barry J. Fraser & Tony W. Rickards Science and Mathematics Education Center Curtin University of Technology Western Australia U.S. DEPARTMENT OF EOUC.ATION Office of EOucatiOnal Research and Improvement EDUCATIONAL CENTE RESOUR (RCES ) INFORMATION ERIC 0 This document has been reproduced IM received from the person or organization originating it. 0 Minor changes have been made to improve reproduction qualify Points of view or opinions staled In iTnSiTook ment do not necessarily represent official OERI position or policy PERMISSION TO REPRODUCE AND DISSEMINATE THIS MATERIAL HAS EN RA TED BY TO THE EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) Paper presented at the Annual Meeting of the American Education Research Association, Chicago, Illinois, March 24-28, 1997. BEST COPY AVALABLE 2

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