Type of Document Dissertation Author Almutawa, Farah Abdulaziz URN etd-03042005-143552 Title BELIEFS OF PRE-SERVICE TEACHERS AT THE UNIVERSITY OF PITTSBURGH ABOUT GENDER ROLES AND THE ROLE OF TEACHERS IN RELATION TO GENDER DIFFERENCES Degree Doctor of Philosophy Program Administrative and Policy Studies School School of Education Advisory Committee
Advisor Name Title William Bickel Committee Chair John Weidman Committee Member R. Tony Eichelberger Committee Member Scott Kiesling Committee Member Keywords
- teachers' role
- gender roles
- Attitudes
- practices
- traditional
- gender bias
Date of Defense 2004-12-07 Availability unrestricted Abstract The main objective of this study was to describe the beliefs of pre-service teachers at the University of Pittsburgh about gender role differences and their related role and behaviors. Sociological perspectives related to gender differences, and gender and education such as functionalist, conflict, critical and feminist theories were reviewed. Research findings related to teachers’ beliefs and practices in the classroom were also reviewed.The sample of the study included one hundred seventeen male and female pre-service teachers distributed between elementary education program and early childhood education program. A self-administered questionnaire was used to collect the data needed for this study. The questionnaire included three Likert scale parts, a demographic section, and two open ended questions. Descriptive statistics were used to examine the relationships between the variables.
In general, both male and female pre-service teachers tended to hold egalitarian views about gender roles, however, females tended to have a stronger egalitarian views about gender roles than males especially on employment roles. Age and marital status of pre-service teachers were not related to their beliefs about gender roles. Pre-service teachers also tended to hold egalitarian beliefs about teacher’s role in relation to gender roles and about specific males’ and females’ characteristics and educational practices; these beliefs were significantly related to pre-service teachers’ beliefs about gender roles. The findings also showed that pre-service teachers tended to believe that students are the ones who should decide on the preferable gender roles; however, it was acceptable for teachers to be involved in shaping students’ perspectives about gender roles. Finally, most pre-service teachers believed that teachers should try to reduce gender stereotypes that result in unequal learning opportunities for students to learn, and they suggested ways to do so.
The most significant implication of this study was the importance of sensitizing pre-service teachers toward issues of gender equity. In addition to the need for schools to adopt policies and recommendations that would provide equal educational opportunities to both males and females.
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