Gender Equity in Physical Education: The Use of Information

Gender Equity in Physical Education: The Use of Information This study analyzed Spanish teachers’ behavior and the transmission of gender stereotypes in physical education classes in secondary schools in Seville, southern Spain. We observed 48 physical education lessons given by four Spanish teachers (two men and two women). Descriptive codes, which were generated iteratively, were clustered, categorized, integrated, recoded, and re-categorized. They allowed us to identify five major themes related to the transmission of gender stereotypes of teachers: the channel of communication, use of demonstrations, task organization, disciplinary measures, and questions asked. We used a coding sheet as well as audio and video recordings to register the categories. The Mann–Whitney test produced significance levels lower than .05, resulting in the null hypothesis being rejected. Sexist behaviors were found in the channel of communication, the students chosen for demonstrations, task organization (the groupings), and in the monitoring of group discipline. However, we found no difference in task organization (material and space) or quantity of questions asked. Sex Roles Springer Journals

Gender Equity in Physical Education: The Use of Information

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Springer US
Copyright © 2012 by Springer Science+Business Media, LLC
Psychology; Gender Studies; Sociology, general; Medicine/Public Health, general
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