Details

Autor(en) / Beteiligte

• Glock, Sabine
• Kleen, Hannah

Titel

Gender and student misbehavior: Evidence from implicit and explicit measures

Ist Teil von

• Teaching and teacher education, 2017-10, Vol.67, p.93-103

Ort / Verlag

Elsevier Ltd

Erscheinungsjahr

2017

Link zum Volltext

Quelle

Elsevier ScienceDirect Journals Complete

Beschreibungen/Notizen

• We investigated teachers' implicit personality theories in two studies. A gender IAT showed that 98 preservice teachers implicitly associated male students with negative and female students with positive student behaviors. These associations were related to interventions for male students' misbehaviors. A vignette study administered to 30 experienced teachers revealed gender-specific assignments. Externalizing behavior was seen as male, and causes as well as teachers' responses to student misbehavior were less favorable for the male student in the vignette. Our results show teachers’ contributions to the “boy crisis” and call for education programs to sensitize teachers to gender-specific biases. •Study 1 focused on preservice teachers' implicit associations.•Preservice teachers associated male students with negative behaviors.•Study 2 relied on teachers' implicit personality theories regarding student gender.•Teachers' attributions depended on the behavior problem.•Externalizing behaviors were perceived as male and attributed to the parents.