This study explores gender differences in the ways teachers interact with high school students from disrupted families. Four language arts teachers and five mathematics teachers from an urban high school in Montreal, Quebec were interviewed and observed in their classroom interactions with students. The findings revealed that gender differences were related to the teachers' perceptions of professional roles, and were reinforced by the segmentation of teaching and guidance responsibilities in urban schools. Female teachers were inclined to consider teaching as related to the upbringing of youths, and perceived themselves as responsible for the academic and social-emotional development of their students. Male teachers, in contrast, viewed their role as subject-specialists to disseminate knowledge. These role perceptions strongly influenced teachers' classroom interactions with students from disrupted families.
| Identifer | oai:union.ndltd.org:LACETR/oai:collectionscanada.gc.ca:QMM.41688 |
| Date | January 1993 |
| Creators | Lo, Elsa |
| Contributors | Eiseman, Thomas Owen (advisor) |
| Publisher | McGill University |
| Source Sets | Library and Archives Canada ETDs Repository / Centre d'archives des thèses électroniques de Bibliothèque et Archives Canada |
| Language | English |
| Detected Language | English |
| Type | Electronic Thesis or Dissertation |
| Format | application/pdf |
| Coverage | Doctor of Philosophy (Department of Educational and Counselling Psychology.) |
| Rights | All items in eScholarship@McGill are protected by copyright with all rights reserved unless otherwise indicated. |
| Relation | alephsysno: 001394915, proquestno: NN94671, Theses scanned by UMI/ProQuest. |
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