Notes

Outline

Cultural Differences in the Treatment of Genders in Classroom Interactions as Observed in Mexico and Southern Indiana Brandy Mains & Alicia Strickland Hanover College

Introduction Gender Schema Theory- Bem 1981, 1983. Promotion of males social dominance- Hendrick & Stange, 1994. Differences in praise and punishment- Good & Brophy 1994.

Introduction Continued Hispanic Masculinity: Myth or Psychological Schema Meriting Clinical Consideration (Casas, J.M., 1994). The Terminology of Machismo (Gaitan, M., 1975).

Introduction Continued Americas,  In Women’s Hands (Winn, P., 1992). Marianismo- an ideal of female conduct based on the Virgin Mary, affirming women’s moral superiority but prescribing a life of humility and self sacrifice. Machismo- aggressive assertion of male domination and chauvinism.

Hypothesis I Males will interact more and will be treated better in the classroom than will females.

Hypothesis II It is further hypothesized that the responses in hypothesis one will be seen in the classrooms in Mexico, to greater extent.

Methods Participants U.S. males = 99, females = 90 Mexico males = 186, females =99 Materials The raters will mark their observations using a modification from Spielberger’s Looking in Classrooms observational checklist (inter-rater reliability = .96).

Checklist Category C. Type of Behavior 1. Brief, non-disruptive- Sneeze, drop books, not an intentional action 2. Minor, but extended or repeatedly disruptive- Whispering, talking, intentional actions 3. Very disruptive- Spit wads, screaming etc.

Checklist Continued 4. Inattentive- Daydreaming, not listening 5. Offers minimal contribution- I don’t know, does not participate 6. Correct contribution- Answers correctly- participation that adds to class discussion 7. Incorrect Contribution- Answers incorrectly

Checklist Continued Category D: Teacher Responses Ignores student behavior Nonverbal response Calls Student Out Open ended feedback Closed feedback

Procedure Pilot study Informed Consent Two female raters Observed each class for 55 minutes Used checklist to record interactions as they occurred

Results-U.S.Behaviors

Results- Mexico Behaviors

Results: Teacher Responses to Correct and Incorrect Contributions

Results-Correct and Incorrect Contributions Between US and Mexico Females X2(4) = 9.03, p>.05 n.s. Males X2(4) = 32.09, p<.05

Results: Correct and Incorrect Contributions Within the US and Mexico US Male and Female Students X2 (4) = 10.20, p < .05 Mexico Male and Female Students X2(4) = 16.12, p < .05

Discussion Hypotheses was partially supported

Limitations 2 female observers- gender bias Private school in Mexico Teacher Strategies Correlate to Gender Roles

Future Suggestions Distinct difference between U.S. and Mexico and the way problems were handled. Longitudinal or cross-sectional study. (ages)

Are there any questions? Thank you!

Results: Teacher’s responses to disruptive behavior

Results- Disruptive behaviors between the US and Mexico Females X2(4)= 13.64, p<.05 Males X2(4)= 67.38, p<.05

Results- Disruptive behavior within the US and Mexico U.S. Male vs. Female X2=2.01, p<.05 Mexico Male vs. Female X2= 2.01, p<.05