Gender Equity Prioritization by and Gender Attitudes of Professors in Teacher Preparation Programs
Date
2019
Authors
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Journal ISSN
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Publisher
Southern New Hampshire University
Abstract
In response to the research findings that teacher gender biases negatively impact
students, this quantitative research study gathered data on how professors in teacher
preparation programs and professors in those programs in New England are prioritizing
gender equity among other social justice issues, and what those professors’ gender
attitudes are. One hundred eighty-one professors currently teaching in preparation
programs in Connecticut, Maine, Massachusetts, New Hampshire, Rhode Island, and
Vermont responded to the electronically distributed survey. The results from the
surveyed participants indicate that institutional and personal priority of gender equity
among other social justice issues is low. However, these surveyed participants had
highly positive gender attitude scores. The lack of gender equity prioritization among
other social justice issues by surveyed participants suggests that these positive gender
attitude scores are not being passed on to teacher candidates, however more research is
needed on this point. Though the results failed to meet required assumptions for
statistical analyses, the data gathered in this nascent study provide a plethora of
opportunities for future research.
Keywords: Gender equity, gender attitudes, prioritization, social justice issues, professors,
teacher preparation programs, heteronormativity
Description
item.page.type
Dissertation