Student and Teacher Culture and Composition and the Development of Early Adolescents’ Gender Role Attitudes

• In Event: Friday Roundtable Session 11:25 am
  In Roundtable Session: Illuminating Adult/Child, Teacher/Learner Relationships Through Critical Mixed and Quant Methodologies (Table 24)

Abstract

Research has shown that gender role attitudes develop during adolescence; however, school environments as relevant predictors have not yet been examined. The present study investigates how students’ and especially teachers’ school culture and composition predict the development of gender role attitudes in young adolescents. The study addresses this question using a sample of 7360 Flemish students (44.8% girls), who were surveyed three times after entering secondary education between 2012 (Mage = 13) and 2014. Latent change models reveal that especially boys are susceptible to students’ and teachers’ cultural and compositional characteristics. However, no significant effects of students’ and teachers’ cultural and compositional factors for girls were found, supporting previous findings that especially boys are sensitive regarding contextual characteristics.

Authors

• Ricarda Ullrich, Leibniz Institute for Science and Mathematics Education

• Mieke Van Houtte, Ghent University

• Michael Becker, Technische Universität Dortmund