Journal of Applied Social Psychology

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Volume 21 Issue 6 (March 1991), Pages 433-523

Teacher Gender and Nonverbal Behavior in the Teaching of Gender‐Stereotyped Materials (pages 446-459)

Twenty teachers each taught a male and a female student two different lessons. One of these lessons was in a stereotypically masculine domain (mechanics), the other in a stereotypically feminine domain (vocabulary). Judges viewed clips from the videotaped lessons and rated teachers' nonverbal behaviors. The students also rated their teachers on a variety of behavioral dimensions. The results showed that teachers exhibited more positive behavior toward the students for whose gender the material being taught was stereotypically appropriate. Similarly, teachers exhibited more negative behavior toward those students for whose gender the material being taught was considered stereotypically inappropriate. Additionally, teacher gender was shown to interact with the above‐mentioned biased teaching behavior. Generally speaking, women teachers behaved in a less gender‐biased way than did men teachers. It is suggested that these kinds of differential teaching behaviors may contribute to the differential performance of male and female students in traditionally gender‐stereotyped academic domains.

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