Anxious girls and laid-back boys

teachers' and study counsellors' gendered perceptions of students

Tutkimustuotos: ArtikkelijulkaisuArtikkeliTieteellinenvertaisarvioitu

Kuvaus

Efforts to reach gender equality in education in Finland have been extensive. Both teacher education and policy documents for schools have focused on gender equality and gender-neutral treatment of students. The aim of this study is to explore if and how these efforts are manifested in upper secondary school teachers' and study counsellors' perceptions of students' self-belief, academic emotions, study habits and behaviour at school. Twenty-three interviews were conducted and analysed qualitatively through inductive content analysis. The results revealed that teachers and study counsellors perceive that girls' low self-belief and high achievement expectations affected their academic performance, while boys' insecurity or need for support was rarely mentioned. The teachers ascribed the students several gender-stereotypical attributes: girls were perceived as diligent and hard-working while boys were perceived as being indifferent towards school and achievements. The implications of these results for students' self-belief and for teacher education are discussed.
Alkuperäiskielienglanti
LehtiCambridge Journal of Education
Sivumäärä15
ISSN0305-764X
DOI - pysyväislinkit
TilaJulkaistu - 4 syyskuuta 2019
OKM-julkaisutyyppiA1 Alkuperäisartikkeli tieteellisessä aikakauslehdessä, vertaisarvioitu

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title = "Anxious girls and laid-back boys: teachers' and study counsellors' gendered perceptions of students",
abstract = "Efforts to reach gender equality in education in Finland have been extensive. Both teacher education and policy documents for schools have focused on gender equality and gender-neutral treatment of students. The aim of this study is to explore if and how these efforts are manifested in upper secondary school teachers' and study counsellors' perceptions of students' self-belief, academic emotions, study habits and behaviour at school. Twenty-three interviews were conducted and analysed qualitatively through inductive content analysis. The results revealed that teachers and study counsellors perceive that girls' low self-belief and high achievement expectations affected their academic performance, while boys' insecurity or need for support was rarely mentioned. The teachers ascribed the students several gender-stereotypical attributes: girls were perceived as diligent and hard-working while boys were perceived as being indifferent towards school and achievements. The implications of these results for students' self-belief and for teacher education are discussed.",
keywords = "516 Educational sciences, Gender, stereotypes, self-belief, academic emotions, study habits, STEREOTYPE THREAT, SCHOOL BURNOUT, SELF-EFFICACY, ACHIEVEMENT, IDENTITY, INTELLIGENCE, EXPECTATIONS, LADDISHNESS, PERSONALITY, ENGAGEMENT",
author = "Katarina Perander and Monica Londen and Gunilla Holm",
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T1 - Anxious girls and laid-back boys

T2 - teachers' and study counsellors' gendered perceptions of students

AU - Perander, Katarina

AU - Londen, Monica

AU - Holm, Gunilla

PY - 2019/9/4

Y1 - 2019/9/4

N2 - Efforts to reach gender equality in education in Finland have been extensive. Both teacher education and policy documents for schools have focused on gender equality and gender-neutral treatment of students. The aim of this study is to explore if and how these efforts are manifested in upper secondary school teachers' and study counsellors' perceptions of students' self-belief, academic emotions, study habits and behaviour at school. Twenty-three interviews were conducted and analysed qualitatively through inductive content analysis. The results revealed that teachers and study counsellors perceive that girls' low self-belief and high achievement expectations affected their academic performance, while boys' insecurity or need for support was rarely mentioned. The teachers ascribed the students several gender-stereotypical attributes: girls were perceived as diligent and hard-working while boys were perceived as being indifferent towards school and achievements. The implications of these results for students' self-belief and for teacher education are discussed.

AB - Efforts to reach gender equality in education in Finland have been extensive. Both teacher education and policy documents for schools have focused on gender equality and gender-neutral treatment of students. The aim of this study is to explore if and how these efforts are manifested in upper secondary school teachers' and study counsellors' perceptions of students' self-belief, academic emotions, study habits and behaviour at school. Twenty-three interviews were conducted and analysed qualitatively through inductive content analysis. The results revealed that teachers and study counsellors perceive that girls' low self-belief and high achievement expectations affected their academic performance, while boys' insecurity or need for support was rarely mentioned. The teachers ascribed the students several gender-stereotypical attributes: girls were perceived as diligent and hard-working while boys were perceived as being indifferent towards school and achievements. The implications of these results for students' self-belief and for teacher education are discussed.

KW - 516 Educational sciences

KW - Gender

KW - stereotypes

KW - self-belief

KW - academic emotions

KW - study habits

KW - STEREOTYPE THREAT

KW - SCHOOL BURNOUT

KW - SELF-EFFICACY

KW - ACHIEVEMENT

KW - IDENTITY

KW - INTELLIGENCE

KW - EXPECTATIONS

KW - LADDISHNESS

KW - PERSONALITY

KW - ENGAGEMENT

U2 - 10.1080/0305764X.2019.1653825

DO - 10.1080/0305764X.2019.1653825

M3 - Article

JO - Cambridge Journal of Education

JF - Cambridge Journal of Education

SN - 0305-764X

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