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Times are changing, but some people don’t know that

University of British Columbia

This study examined the (1) interaction patterns of three student teachers (2) illustrations in a social studies, mathematics and French textbook (3) characters in prescribed intermediate novels and (4) written responses of students in grades four to seven to questions about their socialization. Data on student teachers were collected through an observation scheme where each interaction with a student was recorded and categorized into acceptance, remediation, criticism, and praise. Data on textbook illustrations were collected by keeping a count of male and female figures from the beginning to the end of textbooks and then sorting them into categories. Data on prescribed novels were collected by categorizing them into those with sole female leading characters, male and female characters, and one sole or more than one leading male character. Character roles were then detailed to ascertain if the sexes are depicted differently. Data on student socialization were collected through journal writing, a questionnaire, and student drawings. Student teachers were found to interact differently with students according to their sex. Both textbooks and prescribed novels were found to be biased towards males. The students were found to hold stereotyped views of male and female roles in society. Implications for teacher training and future research are discussed.

Thesis/Dissertation

application/pdf

2009-01-12

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http://hdl.handle.net/2429/3580

Curriculum Studies

University of British Columbia

UBCV

DSpace