知识和舒适预测学校教师对性别歧视的教学
Aífe Hopkins-Doyle1, Lindsey Cameron2, Lauren Spinner3
1University of Surrey, Guildford, Surrey, GU2 7XH UK.
概括
由于舒适度和知识不足,教师避免讨论性别歧视,但舒适度和知识的增加预示着教学性别平等的意图更大. 年轻的老师也表现出更高的意图.
科学领域:
- 教育心理学教育心理学
- 教育社会学教育的社会学
背景情况:
- 关于性别歧视的教训可以促进儿童的性别平等主义.
- 老师经常避免在课堂上讨论像性别歧视这样的敏感话题.
研究的目的:
- 调查教师避免讨论性别歧视的原因.
- 为了确定教师关于性别歧视的教学意图的预测因素.
主要方法:
- 研究1:对20名小学教师进行定性研究.
- 研究2:对233名中小学教师进行量化研究,使用已开发的措施.
主要成果:
- 教师们避免讨论性别歧视,因为他们认为它不相关,舒适度/知识低,支持不足.
- 关于性别歧视的教学意图随着教师的舒适性,知识和年轻的年龄而增加.
结论:
- 解决教师的舒适性和知识对于促进关于性别歧视的讨论至关重要.
- 干预措施应考虑教师人口统计数据,并提供足够的支持,以鼓励对性别平等的教学.
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