Master's Theses

Department

Advanced Education Programs

Degree Name

Master of Science (MS)

Abstract

The purpose of this study was to investigate the difference in the frequency of teacher-initiated interactions with male and female students in a rural elementary classroom before and after training on gender equity issues. Additionally, qualitative data was used to determine if teachers would be accepting or resistive to the teacher-training program. The subjects were 6 female elementary teachers from a rural Kansas elementary school. The subjects participated in the 5 month teacher training program Gender/Ethnic/Expectations and Student Achievement (GESA, Grayson & Martin, 1990). The frequency of 10 interactions between the teacher and individual students was observed and coded during pre-training and post-training observations of each teacher. The Teacher's Self-Evaluation of Non-Biased Behavior, plus comments from feedback questionnaires and a post-training questionnaire provided qualitative self-response data. The Chi Square test was used to analyze the set of observed frequencies. The results of the totaled interactions of the pre-training observations indicated that female students received fewer interactions in 3 interaction conditions that were determined to be statistically significant. The results of the totaled interactions of the post-training observations indicated that female students received fewer interactions in one interaction condition. There were no examples of males receiving fewer interact ions for any of the coded interactions at a statistically significant level. The qualitative data supported that teachers had been accepting of the training on gender equity issues.

Advisor

Michael Kallam

Date of Award

Spring 1998

Document Type

Thesis - campus only access

Rights

© The Author(s)

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