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dc.contributor.authorRiley, TA
dc.date.accessioned2017-05-03T16:09:31Z
dc.date.available2017-05-03T16:09:31Z
dc.date.issued2014
dc.identifier.issn0002-4805
dc.identifier.urihttp://hdl.handle.net/10072/67805
dc.description.abstractSince teachers' decisions and behaviour potentially influence learners' future academic and occupational status, it is imperative that these decisions be unbiased. In the study reported here, 21 teachers were invited to place 24 fictional student record cards into regular, advanced, or supplementary learning assistance classes. Study findings revealed that teachers' perceptions of the differences between male and female learners were clearly defined and, on some occasions, did influence teachers' decisions regarding at which achievement level to place student record cards. Findings, as well as the research method employed, may provide teacher educators with useful tools for sensitizing teachers to the implications of their beliefs and biases as well as encouraging awareness toward specific instances of gender stereotyping in the classroom.
dc.description.peerreviewedYes
dc.description.publicationstatusYes
dc.languageEnglish
dc.language.isoeng
dc.publisherUniversity of Alberta
dc.publisher.placeCanada
dc.publisher.urihttp://www.ajer.ca/
dc.relation.ispartofstudentpublicationN
dc.relation.ispartofpagefrom1
dc.relation.ispartofpageto21
dc.relation.ispartofissue1
dc.relation.ispartofjournalAlberta Journal of Educational Research
dc.relation.ispartofvolume60
dc.rights.retentionY
dc.subject.fieldofresearchGender, Sexuality and Education
dc.subject.fieldofresearchEducation
dc.subject.fieldofresearchcode130308
dc.subject.fieldofresearchcode13
dc.titleBoys are Like Puppies, Girls Aim to Please: How Teachers' Gender Stereotypes may Influence Student Placement Decisions and Classroom Teaching
dc.typeJournal article
dc.type.descriptionC1 - Articles
dc.type.codeC - Journal Articles
gro.facultyArts, Education & Law Group, School of Education and Professional Studies
gro.hasfulltextNo Full Text
gro.griffith.authorRiley, Tasha A.


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