Drawing teachers: examining teacher gender in drawings by pre-service educators

2021 ◽  
pp. 1-17
Author(s):  
Anne Swenson Ticknor ◽  
Paige Averett
Keyword(s):  
Teacher Gender

Who Is the Rotten Apple? Mock Jurors’ Views of Teacher–Student Sexual Contact

2015 ◽  
Vol 33 (9) ◽  
pp. 1449-1471 ◽  
Author(s):  
Alissa Anderson ◽  
Twila Wingrove ◽  
Paul Fox ◽  
Kyle McLean ◽  
Erin Styer
Keyword(s):  
School Administrators ◽  
Sexual Contact ◽  
Sentence Length ◽  
Male Students ◽  
Mock Jurors ◽  
Teacher Gender ◽  
Legal Professionals ◽  
Teacher Student ◽  
Student Age ◽  
Older Teachers

The present study investigated mock jurors’ ( N = 541) perceptions of a hypothetical case of teacher–student sexual contact. Mock jurors read a brief vignette describing an alleged sexual encounter where the gender and age of both the teacher and student were manipulated. Participants rendered legal decisions (i.e., verdict, degree of guilt, and sentence length), as well as culpability judgments pertaining to both the teacher and the student (i.e., blame, cause, and desire for the sexual contact). In addition, the effects of mock juror gender and attitudes regarding both rape myth acceptance and homophobia were investigated. Teacher gender and both teacher and student age predicted mock jurors’ recommended sentences, with male teachers, older teachers, and younger students leading to greater sentences. Overall, student age was most consistently related to multiple culpability judgments, and the culpability judgments regarding the victim were the most consistently predicted by the independent variables. We did not find any evidence of homosexist attitudes, meaning that same-gender teacher–student contact was not judged any differently than opposite-gender contact. Worth noting, we found an interaction such that male students victimized by female teachers were judged to have wanted the contact more than any other gender combination, especially by male participants. The authors discuss these findings in the context of the child sexual abuse (CSA) literature concluding that many of the findings of more prototypical CSA cases extend to the teacher–student context. We also discuss the implications of these findings in terms of gendered judgments of adolescents who are victimized by teachers, possibly decided by legal professionals, school administrators, and jurors themselves. In particular, the three-way gender interaction can be interpreted in the context of stereotypes regarding sexual development marking sexual contact between adolescent males and older females as a “rite of passage” into adulthood.

scholarly journals GENDER GAP IN EDUCATION: THE CASE OF EASTERN & SOUTH-EASTERN REGIONS OF AFGHANISTAN

2020 ◽  
Vol 8 (6) ◽  
pp. 202-211
Author(s):  
Najibullah Totakhiel
Keyword(s):  
Gender Gap ◽  
Gender Disparity ◽  
Primary Data ◽  
Eastern Region ◽  
Literacy Rate ◽  
Male And Female ◽  
Teacher Gender ◽  
Provincial Level ◽  
South Eastern ◽  
World Economic

This research aims to find the size of the gender gap in education in the ten provinces of the Eastern Region (ER) and the South-Eastern Region (SER) of Afghanistan. Based on the World Economic Forum (WEF) approach to the gender gap, the study measures the educational gender gap index (EGGI) at both the regional and provincial level. The study found that the regional EGGI is 0.30. This means that 70% of the gender gap remains. The EGGI in the ER is 0.35, while in the SER it is 0.25, which means that 65% and 75% of the gender gap remains in the ER and the SER respectively. Thus, the gap is smaller in the ER than in the SER. At the provincial level, the best performing province is Nangarhar, where 42% of the gap has been closed. The worst performing province is Wardak, where only 15% of the gap has been closed. Of the six sub-indexes of the EGGI which were calculated from the primary data, the largest gender disparity is in the enrolment in tertiary level education, which has a gap of 69%. The second largest gap is 55% for the number of male and female schools. Both middle school enrolment and teacher gender ratio have similar sized gaps of 53%. The gaps for enrolment in primary education and secondary education are lower, at 30% and 43% respectively. The gap between the male and female student-teacher ratios is 73.6%. Furthermore, there is a 67.7% gap in literacy rate between males and females across the country.

Do Teacher Status, Gender, and Years of Teaching Experience Impact Job Satisfaction and Work Engagement?

2020 ◽  
pp. 001312452092616
Author(s):  
Ruzanna Topchyan ◽  
Carol Woehler
Keyword(s):  
Job Satisfaction ◽  
Work Engagement ◽  
Work Experience ◽  
Social Engagement ◽  
Teaching Experience ◽  
Teacher Job Satisfaction ◽  
Substitute Teachers ◽  
Full Time ◽  
Teacher Gender ◽  
Teacher Status

This study explored whether teacher status (full-time vs. substitute) and its interaction with teacher gender and length of work experience had an effect on the linear combination of teacher job satisfaction and work engagement. The study was conducted with 238 full-time and substitute teachers. The findings suggested that full-time teachers’ social engagement, social engagement with students, and job satisfaction were significantly higher than those of substitute teachers, and that female teachers were more engaged with students than their male counterparts and substitute teachers. Length of teaching experience did not have any significant effect on job satisfaction or work engagement. Implications for educational leadership are discussed.

scholarly journals TPACK Mastery of Biology Teachers: A Study Based on Teacher Gender

2019 ◽  
Vol 1397 ◽  
pp. 012050
Author(s):  
F. E. C. Astuti ◽  
Paidi ◽  
B. Subali ◽  
N. Hapsari ◽  
S. P. Pradana ◽  
...  
Keyword(s):  
Biology Teachers ◽  
Teacher Gender

The Plight of the Male Teacher: An Interdisciplinary and Multileveled Theoretical Framework for Researching a Shortage of Male Teachers

2019 ◽  
Vol 28 (2) ◽  
pp. 149-164 ◽  
Author(s):  
Kevin F. McGrath ◽  
Shaaista Moosa ◽  
Penny Van Bergen ◽  
Deevia Bhana
Keyword(s):  
Role Models ◽  
Primary Schools ◽  
Theoretical Framework ◽  
Organizational Level ◽  
Male Teachers ◽  
Teacher Gender ◽  
Father Figures ◽  
Male Teacher ◽  
Interdisciplinary Framework ◽  
Four Levels

In this article, four researchers from Australia and South Africa consider why it is important for primary schools to include both male and female teachers. The authors refute previous calls directed by public and political discourse, for male teachers to enhance boy’s educational outcomes or to act as role models or father figures. Instead, the authors present a theoretical framework that justifies calls for male teachers at four levels: the child level, the classroom level, the organizational level, and the societal level. While complex barriers may continue to limit male teacher representation, the authors hope that this interdisciplinary framework might stimulate further international scholarly discussions about the interactions between teacher-gender, education, and culture.

scholarly journals Shifting STEM Stereotypes? Considering the Role of Peer and Teacher Gender

2016 ◽  
Vol 27 (3) ◽  
pp. 492-505 ◽  
Author(s):  
Catherine Riegle-Crumb ◽  
Chelsea Moore ◽  
Jenny Buontempo
Keyword(s):  
Teacher Gender

The Study of Teacher Competence of Management Teachers in National Capital Region of India

2015 ◽  
Vol 8 (2) ◽  
Author(s):  
Kanupriya M. Bakhru ◽  
Dr. Seema Sanghi ◽  
Dr. Y. Medury
Keyword(s):  
Research Study ◽  
Rating Scale ◽  
Simple Random Sampling ◽  
Teacher Competence ◽  
National Capital Region ◽  
Teacher Gender ◽  
Capital Region ◽  
Competence Level ◽  
National Capital ◽  
The Relationship

The research study aimed to determine the teacher competence level and investigate the relationship between teacher gender, age, qualification, experience, position level, publication, Institute type and teacher competence of management teachers at management institutes in the National Capital Region (NCR) of India. The method of survey research was through questionnaire. The unit of analysis was management teachers, 320 were selected by simple random sampling methods from NCR region of India. The instrument used for collecting data was 5–item rating scale questionnaire pertaining to teacher competencies. The Cronbach’s Alpha coefficient for the reliability was 0.85. The statistical devices used in analyzing data were descriptive statistics; percentage, arithmetic mean, standard deviation to determine the teacher competence level and employed the "t" test, Anova and Correlations coefficient to investigate the relationship between teacher gender, age, qualification, experience, position level, publication, Institute type and teacher competence.

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