Disambiguating Gender and Gendered Behavior in Teachers’ Perceptions of Students’ Behavioral Engagement and Ability (Poster 19)

• In Event: Thursday Poster Session 2:30 pm
  In Poster Session: Learning and Motivation in Social and Cultural Contexts 1

Abstract

Past research and theory indicate that teachers’ perceptions of students influence the self-concept and achievement of their students, particularly when considering gender and gender typical expression. Thus, it is important to understand the disambiguated impact of students’ gender and gendered behavior, particularly with gender atypical expression, on teachers’ perceptions of their students. The present study uses a 2X3 experimental vignette design to explore how students’ gender and gendered behavior impacts secondary teachers’ perceptions of behavioral engagement and academic ability. Initial descriptive findings indicate an estimated moderate advantage of feminine behaviors but a small advantage of male gender on perceived behavioral engagement, not perceived ability. Data collection is still currently ongoing.

Authors

• Nathaniel Woznicki, New York University

• Katherine M. Muenks, University of Texas at Austin