A comparison of teacher response to the preacademic and problem behavior of boys and girls

UNCG Author/Contributor (non-UNCG co-authors, if there are any, appear on document)
Donna Helen Wolfe (Creator)
The University of North Carolina at Greensboro (UNCG )
Web Site: http://library.uncg.edu/
Rebecca M. Smith

Abstract: The major purpose of this study was to determine if teachers and/or caregivers respond differentially to the disruptive and dependent behaviors of children as a function of the sex of the child involved. A second purpose was to describe the teachers' reactions to boys and girls who were participating appropriately in ongoing activities. Teacher reaction to three classes of child behavior--disruptive, dependent, and participation—was observed with the expectation that younger children would exhibit more dependent behaviors than older children. Boys were expected to exhibit greater frequency of disruptive behavior than girls, but girls were expected to exhibit a greater frequency of dependent behaviors than boys. At the same time, teachers were expected to respond to disruptive behaviors of boys more than girls. Teachers were also expected to reinforce girls for dependent behaviors more often than boys. The study was conducted in two schools and no differences between schools were expected. The subjects were 57 children and their teachers in preschool classes at the Demonstration Nursery of the University of North Carolina at Greensboro and at the Child Development Laboratory of A & T State University.

Additional Information

Language: English
Date: 1974

Email this document to