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• W1908772714 abstract "Since teachers’ decisions and behaviour potentially influence learners’ future academic and occupational status, it is imperative that these decisions be unbiased. In the study reported here, 21 teachers were invited to place 24 fictional student record cards into regular, advanced, or supplementary learning assistance classes. Study findings revealed that teachers’ perceptions of the differences between male and female learners were clearly defined and, on some occasions, did influence teachers’ decisions regarding at which achievement level to place student record cards. Findings, as well as the research method employed, may provide teacher educators with useful tools for sensitizing teachers to the implications of their beliefs and biases as well as encouraging awareness toward specific instances of gender stereotyping in the classroom. Puisque le comportement des enseignants et les decisions qu’ils prennent ont le potentiel d’influencer le statut professionnel et academique de leurs eleves, il est crucial que les decisions soient impartiales. Pour cette etude, on a demande a 21 enseignants de classer 24 eleves fictifs dans des classes regulieres, avancees ou avec assistance supplementaire. Les resultats ont revele que les perceptions des enseignants relatives aux differences entre les filles et les garcons sont bien definies et qu’a certaines occasions, celles-ci ont influence leur classement des eleves selon le niveau de rendement. Ces resultats, ainsi que la methodologie de recherche, pourraient constituer des outils utiles dans la sensibilisation des enseignants quant aux retombees de leurs croyances et leurs prejuges. Ils pourraient aussi favoriser une prise de conscience par rapport a des stereotypes particuliers lies au genre que l’on retrouve en salle de classe." @default.
• W1908772714 created "2016-06-24" @default.
• W1908772714 creator A5091423275 @default.
• W1908772714 date "2014-12-18" @default.
• W1908772714 modified "2023-10-05" @default.
• W1908772714 title "Boys are Like Puppies, Girls Aim to Please: How Teachers’ Gender Stereotypes may Influence Student Placement Decisions and Classroom Teaching" @default.
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• W1908772714 doi "https://doi.org/10.11575/ajer.v60i1.55729" @default.
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