Busting the Myth of Gender Bias: Views from Men and Women Primary-School Trainees and Teachers

Autor/inn/en	Mistry, Malini; Sood, Krishan
Titel	Busting the Myth of Gender Bias: Views from Men and Women Primary-School Trainees and Teachers
Quelle	In: Education 3-13, 44 (2016) 3, S.283-296 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0300-4279
DOI	10.1080/03004279.2014.922595
Schlagwörter	Gender Bias; Misconceptions; Primary Education; Elementary School Teachers; Trainees; Teacher Attitudes; Ideology; Sex Fairness; Case Studies; Foreign Countries; Gender Differences; Teacher Recruitment; Males; Preservice Teacher Education; Stereotypes; Change Agents; Attitude Change; Inclusion; Educational Policy; United Kingdom (England) + Suchen Sie Ihr Suchwort? Geschlechterstereotyp; Missverständnis; Primarbereich; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Auszubildender; Weibliche Auszubildende; Lehrerverhalten; Ideologie; Sexualaufklärung; Case study; Fallstudie; Case Study; Ausland; Geschlechterkonflikt; Lehrerrekrutierung; Male; Männliches Geschlecht; Lehramtsstudiengang; Lehrerausbildung; Klischee; Attitudinal change; Einstellungsänderung; Inklusion; Politics of education; Bildungspolitik
Abstract	We explore the ideology associated with gender equality that despite primary schools and initial teacher education (ITE) institutions doing all they can to recruit men into primary education, a huge gender imbalance still exists. We frame our study around the notions of gender equality and professional responsibility. Using a multi-case study approach, this inquiry examined views of men and women from 12 English primary schools and one ITE institution regarding the cause and effect of gender bias. Findings show a differentially large gender gap in the sample schools and that there is good practice where schools are successful in attracting and retaining men teachers. Implications of these findings suggest that leaders in primary schools need to take a more active role to help change and shape the perceptions of men teachers in education. We conclude that leaders also need to help close the teacher gender gap in schools and ITE institutions through collaborative dialogue. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01