Gender and student misbehavior: proof from implicit and specific measures

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Externalizing behaviors; Internalizing behaviors; Gender-related implicit associations; Teachers' implicit temperament theories
We investigated teachers' implicit temperament theories in 2 studies. A gender IAT showed that ninety eight preservice academics implicitly associated male students with negative and feminine students with positive student behaviors. These associations were associated with interventions for male students' misbehaviors. A vignette study administered to thirty intimate academics discovered gender-specific assignments. Externalizing behavior was seen as male, and causes in addition as teachers' responses to student misdeed were less favorable for the male student within the vignette. Our results show academics’ contributions to the “boy crisis” and imply teaching programs to sensitize teachers to gender-specific biases.

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