Courses for teachers on sex differences and sex typing

Abstract

Female under‐achievement can be traced back to the differential treatment of girls and boys by their schools. Yet few training courses require teachers to make a comprehensive study of sex differences in education or to discuss sex‐role stereotyping as an issue of professional concern. The appropriate method for introducing such study and discussion will depend on whether teachers are viewed as self‐conscious ‘sexists’ or as well‐meaning individuals who reinforce stultifying stereotypes without intending to do so. In either case, teachers are unlikely to respond positively to direct criticism of their personal beliefs. By recognizing a distinction between ‘personal’ and ‘professional’ attitudes, the teacher's personal freedom of thought is protected, while a professional rationale can be provided for the alteration or abandonment of traditional attitudes. The response to this approach by teacher‐training students and practising teachers is described. Further research and action on the evaluation of normative attitude change is recommended.