Abstract
Six physical education specialists—two elementary, two junior high, and two high school (three males and three females)—were studied in an attempt to discern possible sex-role stereotyping in their classes. Data were triangulated from teacher observations, a sex-role inventory, and junior and senior high school student perceptions of teacher treatment in physical education classes. Results revealed that the female teachers used more managerial cues in their classes and called boys by name more frequently than did male teachers. Two male teachers were classified as being gender typed, but results from students of both sexes revealed no perceived differential treatment in class. From this teacher sample, the results suggest that perhaps the gymnasium is not quite the bastion of gender typing as is often assumed. Due to the small sample size, results were not generalized to a larger population and thus additional research is recommended.
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
