He’s up to no good, or is he?
Lennart Van Eycken & Mieke Van Houtte
DEPARTMENT OF SOCIOLOGY
CUDOS: CULTURAL DIVERSITY, OPPORTUNITIES AND SOCIALIZATION
Teacher efficacy, teachability, gender stereotypes, and schools’ gender composition
Student engagement
Classroom management Instructional strategies
The concept of teacher efficacy
3 dimensions
Teacher efficacy
Teachers, context and gender
Differences between schools?
Students’ and teachers’ gender
Teachers’ expectations
Gender role attitudes?
Conceptual model
Main variables
School level Teacher level Teacher efficacy for ...
Gender composition
= proportion of girls
Teachability perceptions
= normative and academic expectations Instructional strategies Teachers’ gender Classroom management
Gender stereotypes
= gender role attitudes Student engagement
Controlling for: socioeconomic composition,
teachers’ gender, teaching style, job satistfaction and years of experience
Conceptual model
Controlling for: schools’ socioeconomic composition, teaching style, job satisfaction, and years of experience
Teacher efficacy Gender
composition
Teachability perceptions
Gender stereotypes
Teachers’ gender
Data and research design
Procrustes 2012-2014 (www.procrustes.be) 58 schools | 6234 students | 1087 teachers
Multilevel analysis MLwiN (3.02)
Level 1: teachers
Level 2: schools (~ aggregated student variables)
Results – main model
Model 3
TEIS
γ(SE) TECM
γ(SE) TESE
γ(SE) GTE
γ(SE)
Gender
composition -1.407
(.484)
**
Teachers’
gender Explained by ...
Teachability .032
(.010)
** .013
(.007) .032
(.009)
*** .076
(.024)
**
Gender
stereotypes Explained by ... -.023
(.011)
*
Controlling for : socioeconomic composition, years of experience, job satisfaction, and teacher style
Conclusions
Amount of girls in school
Traditional gender role attitudes, no mediation
Teachers’ gender through gender role attitudes Importance gender and
gender role attitudes
Lennart Van Eycken
Assistant | PhD
DEPARTMENT OF SOCIOLOGY
Lennart.VanEycken@UGent.be +32 9 264 83 29
www.ugent.be
