Sex Role Expectations of Classroom Teachers, Grades 1–12

Author(s)

Carolyn Ridenour, University of DaytonFollow
Isobel Pfeiffer, The University of Akron
Isadore Newman, Florida International University

Document Type

Article

Publication Date

5-1981

Publication Source

American Educational Research Journal

Abstract

The effect of the variables of student sex, grade level, and student achievement on teacher sex role expectations was assessed. Two hundred responses from 70 classroom teachers on the Teacher Sex Role Perception inventory (an adaptation of the Bem Sex Role Inventory) were analyzed. Of the four variables considered, student achievement alone was a highly significant predictor. Teachers classified high-achieving students as androgynous and masculine. Low-achieving students were classified as feminine and undifferentiated. This negative relationship between the feminine sex role and high achievement may be a factor in declining female achievement over grade level.

Inclusive pages

289-302

ISBN/ISSN

0002-8312

Comments

Permission documentation is on file.

Copyright

Copyright © 1981, American Educational Research Association

Publisher

Sage

Volume

18

Issue

3

Peer Reviewed

yes

eCommons Citation

Ridenour, Carolyn; Pfeiffer, Isobel; and Newman, Isadore, "Sex Role Expectations of Classroom Teachers, Grades 1–12" (1981). Educational Leadership Faculty Publications. 94.
https://ecommons.udayton.edu/eda_fac_pub/94