Premium
Ending the perpetuation of sex‐role stereotypes in our schools: A possible consequence of psychological androgyny
Author(s) -
Long Vonda O.
Publication year - 1982
Publication title -
psychology in the schools
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.738
H-Index - 75
eISSN - 1520-6807
pISSN - 0033-3085
DOI - 10.1002/1520-6807(198204)19:2<250::aid-pits2310190220>3.0.co;2-3
Subject(s) - androgyny , psychology , staffing , stereotype (uml) , preference , social psychology , developmental psychology , bem sex role inventory , femininity , masculinity , mathematics education , gender role , psychoanalysis , management , economics , microeconomics
Research has shown that both historically and currently there has been sex‐differentiated staffing in American public schools, with a disproportionate number of female teachers at the elementary level. Concern long has been expressed regarding the impact this might have on the sex‐role development of American children and the perpetuation of stereotypic staffing patterns. This article supports the hypothesis that psychologically androgynous individuals might be more likely than masculine or feminine individuals to base teaching level choice upon individual preference without regard for its stereotype as more appropriate for one sex than the other. Data collected from preservice teachers at Washington State University support this hypothesis. It was found that while feminine females were more apt to choose the elementary teaching level, masculine males were more apt to choose secondary teaching. In comparison, androgynous preservice teachers of both sexes were as likely to choose the elementary as secondary teaching level.