Teacher Education, Educational Leadership & Policy ETDs

Publication Date

5-14-1969

Abstract

The purpose of the research was to test empirically the assertion that children at the preadolescent stage of development would evidence greater social-psychological reward and a higher level of achievement in school under the direction of male teachers than female teachers. An additional concern was to determine with whom boys and girls identify. More specifically, the study was designed to focus on three areas of human interaction: (1) Students' identification with their teachers, (2) Students' identification with others in primary relationships and with other role models, and (3) Students' self-concept in terms of masculinity­femininity traits. Forty-seven male and forty-eight female sixth grade teachers' classrooms in the Albuquerque Public Schools constituted the sample (2,672 students). Analysis of variance was used to determine the significance of difference between boys' and girls' perception of their relationship with male or female teachers. Analysis of covariance was used to determine the significance of difference between boys' and girls' achievement in male or female teachers' classrooms. I. Q. was used as the covariate. Chi square statistic was used to determine the significance of difference between boys' and girls' identification with others in primary relationships and with other role models, and also to determine the significance of difference between boys' and girls' self-concept in terms of masculinity-femininity traits. All differences were tested at the .01 level of significance. The findings showed that both boys and girls perceived male teachers to be more rewarding psychologically than female teachers; however, the data showed no significant difference between boys' and girls' overall achievement under male or female teachers when I. Q. was held constant. Boys tended to identify with masculine role models while girls tended to identify with both like and unlike sex-role models. Boys tended to score high on most masculine self-concept items while girls tended to score high on the feminine items. The study suggests that preadolescent boys and girls may be aided in learning their proper sex-role in our society when schools provide more men to serve as male role models.

Document Type

Dissertation

Language

English

Degree Name

Educational Leadership

Level of Degree

Doctoral

Department Name

Teacher Education, Educational Leadership & Policy

First Committee Member (Chair)

Richard Lee Holemon

Second Committee Member

James Gordon Cooper

Third Committee Member

Morris A. Forslund

Fourth Committee Member

Albert William Vogel

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