Possibilities and limitations of a gender stereotypes intervention program.

Abstract

This study deals with an educational intervention program for elementary school teachers aimed at decreasing gender stereotypes. The limits of the educational program's effectiveness in relation to the theory of "relative autonomy of schools" is examined. The sample of sixth graders in this study was divided into two groups: the experiment group, whose teachers participated in the program's workshops, and the control group, whose teachers did not. It was hypothesized that (1) the experiment group would show greater preference for the more prestigious professions than would the control group. This hypothesis was supported in the main findings; (2) the experiment group would choose less gender-biased professions than would the control group. This hypothesis was only partially supported by the findings. Since school is only one of the many socializing factors in society, the effectiveness of this research was limited, as can be expected from the theory of the relative autonomy of schools.

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