Academic journal article Research Quarterly for Exercise and Sport

Middle School Physical Education Teachers and Gender Issues: Two Case Studies

Academic journal article Research Quarterly for Exercise and Sport

Middle School Physical Education Teachers and Gender Issues: Two Case Studies

Article excerpt

Ritchie Gabbei, Western Illinois University, and Murray Mitchell, University of South Carolina

Title IX (1972) was designed to address gender equality concerns in schools; so how well is it working? Changes of the magnitude addressed in this legislation take time and there have been research efforts to chart progress toward equity. Some research has revealed that female students prefer all female classes (Lirgg, 1994), male students dominate interactions and game play to the detriment of female students (Bischoff, 1983; Griffin, 1985) and teacher interactions and preferences often favor male students (Allard, 1979; Griffin, 1985). The behaviors and perceptions of teachers are pivotal in determining the impact of class groupings and few studies have explored these variables manipulated in the present tense rather than as recollections of long past experiences. The two case studies reported in this presentation examine teacher perceptions, task selections, task explicitness, and accountability systems used by a male and female teacher. Each teacher was followed through invasion game units taught to same- gender, opposite-gender and coed class groupings of 113 students (53 male, 60 female) at one middle school during one academic semester. All classes were videotaped for analysis. Videotapes were systematically coded for type and game stage of task (Rink, 1998), level of task explicitness (explicit, partially explicit, implicit), and task accountability (Silverman, Subramaniam, & Woods, 1995). …

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