The Role of Gender for Teachers’ Reactions to Social Exclusion Among Students

Hanna Beißert,Meike Bonefeld,Miriam Staat

doi:10.3389/feduc.2022.819922

Abstract

Social exclusion, i.e., being kept apart from others and not being allowed to join, is a common phenomenon at school and can have severe consequences for students’ healthy development and success at school. This study examined teachers’ reactions to social exclusion among students focusing on the role of gender. Specifically, we were interested in potential effects of gender-specific socialization and social expectations linked to gender for teachers’ reactions to social exclusion among students. We used hypothetical scenarios in which a student is being excluded from a study group by other students. We focused on the gender of the teacher (as an observer of exclusion) on the one hand and on the gender of the excluded student on the other hand. In the hypothetical scenarios, we varied the gender of the excluded student by using either a typical female or male name. The study included 101 teachers from different school tracks in Germany (Mage= 36.93,SD= 9.84; 84 females, 17 males). We assessed teachers’ evaluations of the exclusion scenario and their anticipated reactions, i.e., how likely they were to intervene in such a situation and what they would specifically do. As expected, the participating teachers showed a general tendency to reject exclusion among students. This tendency was even more pronounced among female teachers compared to male teachers. Interestingly, these gender differences on the attitudinal side did not translate into differences in teachers’ behavioral intentions: for the likelihood to intervene, we did not find any differences based on the gender of the teacher. In terms of the gender of the excluded student, things were different: The gender of the excluded student did not affect teachers’ evaluations of the exclusion scenario. Yet, the gender of the excluded was relevant for participants’ behavioral intentions. Namely, teachers were less likely to intervene in the scenario if a boy was excluded. These findings are in line with considerations related to gender-specific socialization and social expectations linked to gender. Overall, the study demonstrates that gender is an important aspect in the context of social exclusion and further research should explicitly focus on how socialization and gender expectations can explain these findings.

Highlights

Being socially excluded threatens the possibility of fulfilling one’s psychological needs, for instance, social belonging (Williams, 2009)
Why should the excluded person’s gender be relevant for teachers’ reactions to social exclusion? One possible explanation are social expectations linked to gender
The purpose of this study is to extend prior research on teachers’ evaluations of and reactions to social exclusion scenarios by analyzing the role of gender

Summary

Introduction

Being socially excluded threatens the possibility of fulfilling one’s psychological needs, for instance, social belonging (Williams, 2009). Given the strong impact of social exclusion on health, wellbeing, and achievement, schools should try to promote relatedness and to prevent exclusion among students. It has been shown that teachers’ behavior in class can have a strong impact on their students’ attitudes regarding exclusion. Teachers establish norms in class that indicate which behaviors are acceptable and which are not, including in terms of social exclusion. With their reactions to social exclusion among students, teachers transmit messages about their own attitudes regarding exclusion and might with that impact their students’ attitudes and behavior as well. It is important to investigate teachers’ reactions to social exclusion

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Conclusion