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Autor/inn/enPerander, Katarina; Londen, Monica; Holm, Gunilla
TitelAnxious Girls and Laid-Back Boys: Teachers' and Study Counsellors' Gendered Perceptions of Students
QuelleIn: Cambridge Journal of Education, 50 (2020) 2, S.185-199 (15 Seiten)Infoseite zur Zeitschrift
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ZusatzinformationORCID (Perander, Katarina)
ORCID (Londen, Monica)
Spracheenglisch
Dokumenttypgedruckt; online; Zeitschriftenaufsatz
ISSN0305-764X
DOI10.1080/0305764X.2019.1653825
SchlagwörterForeign Countries; Gender Differences; Teacher Attitudes; Counselor Attitudes; Self Concept; Secondary School Teachers; Secondary School Students; Study Habits; Secondary Schools; Academic Achievement; Expectation; Sex Stereotypes; Anxiety; Emotional Response; Well Being; Finland
AbstractEfforts to reach gender equality in education in Finland have been extensive. Both teacher education and policy documents for schools have focused on gender equality and gender-neutral treatment of students. The aim of this study is to explore if and how these efforts are manifested in upper secondary school teachers' and study counsellors' perceptions of students' self-belief, academic emotions, study habits and behaviour at school. Twenty-three interviews were conducted and analysed qualitatively through inductive content analysis. The results revealed that teachers and study counsellors perceive that girls' low self-belief and high achievement expectations affected their academic performance, while boys' insecurity or need for support was rarely mentioned. The teachers ascribed the students several gender-stereotypical attributes: girls were perceived as diligent and hard-working while boys were perceived as being indifferent towards school and achievements. The implications of these results for students' self-belief and for teacher education are discussed. (As Provided).
AnmerkungenRoutledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst vonERIC (Education Resources Information Center), Washington, DC
Update2022/1/01
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