A Comparison of Teacher Response to the Preacademic and Problem Behavior of Boys and Girls

Serbin, Lisa A.; O’Leary, K. Daniel; Kent, Ronald N.; Tonick, Illene J.

doi:10.2307/1127726

Cited by 193 publications

(82 citation statements)

References 8 publications

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“…This implies that some of the girls developed independence through attachment to their female teachers. This is the same result as reported by Serbin, O'Leary, Kent, and Tonick (1973) and Smith and Connolly (1980). Kindergarten teachers are usually female, and childteacher identification is more easily attained for girls.…”

Section: Discussionsupporting

confidence: 92%

Interpersonal behavior among three-year-or two-year-preschool-enrollees

Iijima

1989

Jpn. Psychol. Res

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The purpose of this study was to investigate the relationships between interpersonal behaviors and duration of three-year-or two-year-preschool enrollment. Sixty-eight three-year-enrollees and 25 two-year-ones from a Kurahashi program kindergarten served as the subjects. They were observed six times between the first term of four-year-class and the third term of five-yearclass. Each observation consisted of 20 minutes. Three-year-enrolled boys had more samesex ties and task-oriented solitary behaviors than the other categories across all terms. Twoyear-enrolled boys employed same-sex pairs and same-sex groups after engaging in immature solitary behaviors. On the other hand, three-year-enrolled girls participated in more same-sex pairs than the other categories. Two-year-enrolled girls developed same-sex pairs and samesex groups after engaging in unoccupied behaviors and same-sex groups with teachers. As the child adjusted to the kindergarten environment, he/she skillfully used same-sex groups, same-sex pairs, solitary behavior and parallel behavior, or mixed groups. Controversies over the relationship between the duration of preschool enrollment and development of interpersonal behaviors have been one of interests to teachers, parents and researchers.Macrae and Herbert-Jackson (1976) found that children with more day-care experience got along better with their peers than did children with less day-care one. Vlietstra (1981) reported that, according to naive observers, two, three and four-year-olds who were full-time attendees in Montessori schools spent significantly more time working on teacher-directed tasks and interacting positively with their peers than did children who only attended parttime. However, their teachers rated the full-time attendees as less cooperative with their peers than did the counterparts.Schwartz, Strickland, and Krolich (1974) also reported that children, with greater amounts of group experience, were less cooperative with adults. This effect was apparently a result of adjustment patterns. As the children adjusted to established groups, they became more assertive and adults, in turn, made more efforts to control them. As a result, the teacherchild relationship deteriorated. McGrew (1972) found that newcomers initially showed passive interpersonal behaviors and engaged in unoccupied activities, but they soon adjusted to an established group. Feldbaum, Christenson, and O'Neal (1980) observed that three and four-year-old children adjusted to established groups within four weeks. As a result, newcomers initially displayed solitary behavior or off-task activity, but the hosts were more likely to use parallel and cooperative behaviors. In addition, while fresh boys approached same-sex peers, fresh girls showed more solitary or unoccupied behaviors and sought more interaction with adults. Moreover, while boys

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Section: Discussionsupporting

confidence: 92%

Interpersonal behavior among three-year-or two-year-preschool-enrollees

Iijima

1989

Jpn. Psychol. Res

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“…Descriptive research has shown that gendertyped play may be differentially reinforced and punished in early child-care settings (see Fagot & Patterson, 1969;Serbin, O'Leary, Kent, & Tonick, 1973), and experimental research has shown that social contingencies and context (e.g., presence of a teacher, peer, or model) can affect the rates of gender-typed play (e.g., Green, Bigler, & Catherwood, 2004;Langlois & Downs, 1980). Related research in education has found differential (a) gender-role depictions of female and male characters in children's stories (e.g., Hitchcock & Tompkins, 1987;Nibbelink, Stockdale, & Mangru, 1986) and educational computer software (e.g., see McNair, Kirova-Petrova, & Bhargava, 2001), (b) portrayals of female and male roles in elementary, secondary, and college textbooks (e.g., the exclusion of biographies offemale scientists, gender bias; see Hulme, 1988;Kleinman, 1998;Sadker &.…”

Section: Culturally Based Disparitiesmentioning

confidence: 99%

Trends in women’s participation at the meetings of the Association for Behavior Analysis: 1975–2005

2007

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We examined women's participation, relative to men's, at the annual meetings of the Association for Behavior Analysis (ABA) between 1975 and 2005. Among our findings are upward trends in female presenters across formats (e.g., posters), types of authorship (e.g., first authors), and specialty areas (e.g., autism). Where women have attained parity, however, they are still often underrepresented, given their percentage of membership. Women also participate less than men as sole and invited authors and discussants and in the domains of basic research and conceptual analysis, but participate more than men in the applied domain. Data from the Journal of the Experimental Analysis of Behavior and the Journal of Applied Behavior Analysisshow parallel but delayed trends toward parity in basic and applied research, whereas data from The Behavior Analyst show only modest gains in the conceptual domain. We discuss the gender disparities in ABA's more prestigious categories of participation (e.g., invited addresses) and across its content domains, as well as in science in general, and the role of social and cultural factors in producing the disparities and how behavior analysts might aid in correcting them.

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“…Ainsi, selon Simmons (1980), les enseignants renforceraient les comportements agressifs et indépendants des garçons et ceux de dépendance et d'émotivité de la fille. Les garçons recevraient aussi plus d'attention et d'instructions individuelles leur permettant de résoudre des problèmes par eux-mêmes (Sadker et Sadker, 1982, 1987Serbin, O'Leary, Kent et Tonick, 1973). À la demande d'aide formulée par les enfants, les garçons paraissent obtenir plus d'informations et d'instructions non directives alors que les filles obtiendraient une aide directe consistant à faire le travail à leur place (Serbin et O'Leary, 1975).…”

Section: Dominique Féat Anne Salomon éTudiante De 2 E Cycle Professeuunclassified

“…Les six enseignants (deux au 1 er cycle et quatre au 2 e cycle) qui déclarent punir ou récompenser de façon différente le font en fonction de l'acte posé, du comportement spécifique, du milieu familial, mais non en rapport avec le sexe de l'enfant. Les motifs invoqués Attribution des récompenses par les enseignants selon le sexe de plus grand nombre de punitions, notamment du fait de leur agitation ou de leur agressivité; ce résultat, par ailleurs, va dans le même sens que ceux de Basow (1980), Guttentag et Bray (1976), Serbin et al (1973), Simmons (1980). En ce qui concerne le matériel scolaire, le contenu des programmes, l'organisation physique des lieux, 87 % des enseignants considèrent que l'école traite indistinctement les enfants.…”

Section: La Comparaison Des Perceptions Des Enseignantsunclassified

L’enseignant face aux rôles sexuels des filles et des garçons : une problématique complexe

Féat

Vincent‐Salomon

2009

rse

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Cette étude exploratoire tente de répondre à certaines interrogations concernant les perceptions, les attentes et les pratiques éducatives des enseignants du 1er et du 2e cycles du primaire en rapport avec les comportements des filles et des garçons. Trente enseignantes et enseignants ont répondu à une entrevue semistructurée. L’analyse des résultats révèle une ambivalence entre une opinion anticonformiste et l’adhésion aux stéréotypes sociaux d’où l’oscillation entre des attitudes relativement traditionnelles et des positions plus androgynes.This exploratory study investigates the perceptions, expectations, and educational practices of elementary, primary and upper level teachers in relation to the behavior of boys and girls. The 30 male and female teachers responded to a semi-structured interview. Analysis of the results shows an ambivalence between an anti-conformist opinion and that of social stereotypes, thus wavering between traditional attitudes and those attitudes viewed as more androgynous.Este estudio exploratorio trata de responder ciertas interrogaciones en relación a las percepciones, a las expectativas y a las prácticas educativas de los profesores de primero y segundo ciclo primario respecto a la conducta de las niñas y de los niños. Treinta profesores respondieron a una entrevista semi-estructurada. El análisis de los resultados revela una ambivalencia entre una opinion anti-conformista y la adhesión a los estereotipos sociales de los cuales oscilan entre actitudes relativamente tradicionales y posiciones más andrógenas.Diese vorlnüfige Studie will auf gewisse Fragen antworten, betreffend der Vorstellungen, Erwartungen und praktischen Erziehungsmethoden der Lehrkärnfte der Unter- und Oberstufe der Volksschule (1.-3. bezw. 4.-6. Schuljahr, Anm.d.Übers.), bezüglich des Verhaltens der Mädchen und der Buben. Dreissig (30) Lehrkräfte haben auf eine halb direktive Befragung geantwortet. Die Analyse der Ergebnisse offenbart eine Ambivalenz zwischen einer non-konformistischen Meinung und dem Festhalten an sozialen Stereotypen, so dass es zu einem Schwanken zwischen relativ konservativen Haltungen und mehr androgynen Stellungnahmen kommt

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A Comparison of Teacher Response to the Preacademic and Problem Behavior of Boys and Girls

Cited by 193 publications

References 8 publications

Interpersonal behavior among three-year-or two-year-preschool-enrollees

Interpersonal behavior among three-year-or two-year-preschool-enrollees

Trends in women’s participation at the meetings of the Association for Behavior Analysis: 1975–2005

L’enseignant face aux rôles sexuels des filles et des garçons : une problématique complexe

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