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Do teachers treat boys and girls differently?
Graduation Thesis
Presented to
the Faculty of the Department of
English Language and Literature
Notre Dame Seishin University
In Partial Fulfillment
of the Requirement for the Degree
Bachelor of Arts
by
Yoshie Akai
2012
Contents
Abstract 1
Chapter One: The differences between males and females 1. Introduction 21.2 How are males and females different? 3
1.2.1 Physical differences 31.2.2 Emotional differences 4
1.3 Differences between males and females in education 41.3.1 Hidden curriculum 5
1.3.2 Thinking and behavior differences 6 1.3.3 Score differences 7 1.3.4 Ability differences 81.4 Are the differences important? 9 1.4.1 Background 10 1.4.2 Thoughts about gender in Japan 101.5 Research Question 111.6 Conclusion 12
Chapter Two: The questionnaire2.1 Introduction 132.2 The questionnaire 13 2.2.1 Introduction to the questionnaire 13 2.2.2 Method 14 1) Subjects 14 2) Test design 14 a) The students’ questionnaire 14 b) The teachers’ questionnaire 15 3) Procedure 16
2.2.3 Results 16 1) The rate of age 16 2) The rate of the distinction of the sexes 16 3) School 17 4) The rate of the answers 172.3 Summary 22
Chapter Three: Discussion of the Experiment 3.1 Introduction 233.2 Summary of the results 233.3 Discussion of the results 24 3.3.1 Are teachers conscious of students’ gender differences? 24 a) Whole school life 24 b) In English classes 25 3.3.2 Do teachers treat boys and girls differently in terms of their gender? 25 a) Whole school life 26 b) In English classes 27
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3.3.3 What do students think about teachers’ behavior towards each of the sexes? 28 a) Whole school life 28 a.1) Do students think teachers are conscious of the students’ sex? 28 a.2) What do students think about teachers’ behavior 29 b) In English classes 30 b.1) Do students think teachers are conscious of students’ sex during teaching English? 30 b.2) What do students’ think about their attitudes in English
classes? 313.3.4 Are there any differences between teachers’ and students’ thoughts
about gender? 323.4 Answering the research questions 333.5 Implications 343.6 Limitation of the Experiments 353.7 Further research 363.7 Conclusion 37
References 38
Appendices 40
iii
Abstract
All people have their own personalities. One of the most obvious is that all people
are divided into males or females. These differences are our nature, so sex distinctions
should be respected. However, in Japan, gender equality is emphasized in school education.
In the Basic Education Act, gender distinctions are prohibited. It is mean that teacher should
treat boys and girls equally, especially in school education.
In Chapter One, we could find that males and females are quite different; physical
differences, emotional differences, differences in abilities and more. Also, we found that the
school curriculum called the “hidden curriculum” might produce or reproduce gender
distinctions at school. There were some backgrounds of the gender roles, so we also looked
at them.
In Chapter Two, we looked at the results of the questionnaires. The questionnaires
were taken by English teachers and students from junior high school or senior high school.
From the questionnaire, we could find that teachers tended to treat boys and girls equally,
but students tended not to think so. There were different opinions between teachers and
students.
In Chapter Three, we analyzed the results of the questionnaire. We could find that
teachers tried to treat boys and girls equally, but students thought that teachers treated boys
more strictly, and girls more kindly. From this experiment, we could find that teachers
should treat boys and girls equally most of the time, but teachers sometimes had to think
about the students’ sexes, and treated them differently. It is natural that boys and girls have
many different things, so we have to emphasize each of the characters. Therefore, when
people think about the gender, they should not forget about sex distinctions. In school
education, teachers should know the differences between boys and girls, and then, they
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should treat them equally in an appropriate way.
2
Chapter One: The differences between males and females
1. Introduction
People all have their personal characteristics, but there are a lot of things which are
different from other people. Not only the same points, but also the differences should be
respected. One of the most obvious differences is sex distinction. All humans are male or
female, and they may have some tendencies due to their sex distinction. Also, they might
have different abilities, so males and females might have different strong points.
However, in Japanese society, gender-free tends to be regarded as very important these
days. There are some laws which determine sex distinction. The Equal Employment
Opportunity Law for Men and Women is one of the examples of this. It is the same in the
school education in Japan; the equality is emphasizes in Japanese education. The gender
equality is taken serious view in Basic Education Act, Chapter 1, Article 4 (Equal
Opportunity in Education).
Citizens shall all be given equal opportunities to receive education according to their abilities,
and shall not be subject to discrimination in education on account of race, creed, sex, social
status, economic position, or family origin.
In the Basic Education Act, sex distinction is not allowed. Therefore, teachers should act
equally to all of the students at school.
However, as mentioned above, males and females have differences. Perhaps, teachers
should consider students’ sex when they teach. In this chapter, we will look at the
differences between males and females, and the state of Japanese education regarding sexual
equality.
3
1.2How are males and females different?
As everyone knows, men and women are different in some ways. It is natural that men
and women have some of the same points because we are all humans. However, men and
women have many different points: physical, emotion, thinking, special abilities, and a lot of
other things. In this section, we will look at how males and females are different.
1.2.1 Physical differences
People are made up of the same basic material, but men and women have many
differences, and one of the most obvious is our physical differences. Weight, shape, size, and
anatomy are some examples of the physical differences. Physical differences are obvious
and we can easily see and measure most of these differences. Men and women have several
features, and the physical differences give many valuable things. Men usually have bigger
bodies, upper body strength, have more muscle and thicker skin compared to women. On the
other hand, women have a higher percentage of body fat than men due to the female
hormone. There are no sexual differences in action speed or skill, but men have more muscle
power than women because they have more muscle mass.
One of the most important points of women is that they can be pregnant, give birth, and
breastfeed their baby. Men can never do this, even if they really want to. Not all women
have a baby, but they have special ability to do child rearing. All mammalian females have
more immune strength, and a higher survival rate than men. It is the same as humans
because if women have weak body, it directly affects their baby. If women become pregnant,
they could not work in their usual way because they have to be careful about their child in
the womb. Also, after bearing a child, they have to take care of them all day long. Therefore,
women may have difficulty sometimes to work that men do.
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1.2.2 Emotional differences
There are a lot of physical differences between males and females, but they also have
emotional differences. Of course, both men and women feel happy, sad, cry, and other
feeling the same way, but some emotion are different between them.
Women typically have a larger deep limbic system than men, which allows them to be
more in touch with their feelings and better able to express them, which promote
bonding with others. (Hensley, 2009)
Martin also said that there were some emotional differences between males and females.
Below are some of the differences what he said (2008).
Men Women
Tend to talk less than a woman Tend to talk much more than most men
Feel emotion and see it as a weakness Feel emotion and show it
More rugged and stronger More delicate/less strong
Enjoy sports (playing and watching) Prefer interacting in conversation
Prefer reading and listening to news Like to discuss news
Do not cry or show emotion Talk about feelings and cry easily
Want to fix the problem not talk about it Want to discuss a problem and resolve it
Show love with non-verbal signals Want to hear the words I love you
Have sensual thoughts every few seconds Have sensual thoughts sometimes
1.3 Differences between males and females in education
Education has a great power to cultivate people’s individual abilities. School education
can offer standard education to all children, and educate them to achieve their social goals.
In that sense, school education has to be equal to all children, develop each person’s abilities
without gender distinction, and make them enhance their motivation to become independent.
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Japanese school education has emphasized gender equality since the period after the
Second World War. Before the end of the Second World War, Japan did not have much
equality of the sexes. It was common to think that education was for males and was not for
females. Many people thought that school education was not so important for females
because they had to do housework. However, recently, especially after the Second World
War, “equality” has been emphasized in Japan heavily. The importance of equality is also
mentioned in the Basic Act on Education. In this way, teachers are required to be equal to
both males and females students at school.
However, we might have some differences between males and females. In this section,
we will look at the differences in education.
1.3.1 Hidden curriculum
School should be regarded as equal in regards to gender. However, it is pointed out that
school itself may make or remake gender. Throughout the course of study and school life,
school itself, teachers, and even among students may teach some knowledge and values
unconsciously. It is called a hidden curriculum.
The mechanisms at work here are usually not thought to be explicit and intentional
(although they may be) and are more often thought to operate through subtle processes
of which we may be somewhat unaware. (Burr, 1998; 54)
Teachers do not always want to teach gender, but students sometimes learn gender roles
from a hidden curriculum.
Matsumura (2004) said that there were three aspects of the hidden curriculum which
affects gender. Firstly, teachers reproduce gender unconsciously. At school, teachers
sometimes think unconsciously that it is natural to distinguish between males and females.
Listing males and females separately on the attendance register is one of the examples. This
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behavior can show that sex distinction is a basic way to divide humans.
Recently, some schools have tried to change this phenomenon. They do not separate
males and females in a class list. They mix males and females together. However, teachers
often use the distinction of sex when they do academic guidance. Teachers have to be careful
not to divide students by their sex, in a classroom situation, class life, school events and a lot
more things.
Secondly, teachers sometimes use gender consciously. For example, some teachers ask
female students, who look like elder sister, to support male students who do not have a calm
attitude. This example shows that teachers sometimes use gender, and it can lead to enhance
the perception of gender differences at school.
Thirdly, there is a gender distinction which schools use and reproduce actively.
Hashimoto (2003) said that in many schools, male protectors served as a president of the
PTA (a Parent-Teacher Association), but in the point of fact, female protectors did the job. It
means that males work hard at the workplace, but females support males. Not only in
business, but also in school, the structure of gender is like this.
1.3.2 Thinking and Behavior differences
Males and females make their decision or conclusions similarly, but the way of their
thinking is different between males and females. They say that females and males consider
and process information differently, and it is because of the sex hormones.
Some claim that the sex hormones (androgen, progesterone and oestrogen) have
direct effects upon our thinking and behavior. For example, the mood changes that
are said to affect women during their menstrual cycle are assumed to result from
changes in hormone levels in the blood. (Vivien, 1999: 33)
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Women tend to be global thinkers. They consider multiple sources of information within
a process that can be described as simultaneous, global in perspective and will view
elements in the task in terms of their interconnectedness. Women come to understand
and consider problems all at once. [….]
Men tend to focus on one problem at a time or a limited number of problems at a time.
They have an enhanced ability to separate themselves from problems and minimize the
complexity that may exist. Men come to understand and consider problems one piece at
a time. […] A male may work through a problem repeatedly, talking about the same
thing over and over, rather than trying to address the problem all at once.
(Conner, 2010)
From these statements, we could find that males and females were different in some
points. Thinking and behavior differences might effects many people in education. If males
and females have thinking or behavior differences, their learning style or teaching style
might be different. Therefore, people need to know about these kinds of differences too.
1.3.3 Score difference
In general, females tend to have higher scores on verbal skill, and males tend to have
higher score on mathematic skills. We can say that the tendency is true by the research from
PISA (the Programme for International Student Assessment).
PISA is an international evaluation organization, and it is run by the OECD
(Organization for Economic Cooperation and Development). It focused on 15 year-old
students and began in 2000, repeated every three years. PISA especially researched students’
three fields: reading literacy, mathematics literacy, and science literacy. PISA evaluates
practical use of knowledge and abilities when students face problems in their daily lives.
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They researched preponderantly in reading literacy in 2000 and 2009, mathematics literacy
in 2003, and science literacy in 2006. The results of the investigation suggested females
tended to score higher in reading literacy (2009), and males tended to score higher in
mathematic skills (2006).
We can say that one of the reasons which males and females score differently is
from our brain differences. Males’ and females’ brain are a bit different. Men and women
use their hemispheres differently. Men tend to use left hemisphere of the brain more often,
while women tend to use both hemispheres when they process something.
An area of the brain called the inferior-parietal lobule (IPL) is typically significantly
larger in men, especially on the left side, than women. This section of the brain is
thought to control mental mathematical ability, and probably explains why men
frequently perform higher in mathematical tasks than do women.
Two section of the brain responsible for language were found to be larger in women
than in men, indicating one reason that women typically excel in language-based
subjects and in language-associated thinking. Additionally, men typically only process
language in their dominant hemisphere, whereas women process language in both
hemispheres. (Hensley, 2009)
From this statement, the structure of brain is different between men and women.
These differences are one of the reasons that there are differences in scores between males
and females: men tend to be better at mathematics, while women tend to be better at
language learning. Perhaps, some males are better at language learning, and some females
are better at mathematics, but these tendencies are so interesting.
1.3.4 Ability differences
There are ability differences between males and females. Maccoby and Jacklin (1974)
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found that there was enough evidence to support that idea that males and females are
different kinds of people in just four areas:
1. Verbal ability: as girls grow up, they become more verbally competent that boys as
measured by tests of fluency, comprehension, creative writing and so on.
2. Visual-spatial ability: as boys grow up, they become better than girls at visual-spatial
tasks such as the Embedded Figures Test, the Rod and Frame Test, and identifying
rotated figures.
3 Mathematical ability: again, beginning around age 12, boys overtake girls in their
mathematical ability. However, many researchers have argued that this advantage is
likely to be due to the pay-offs of boys’ greater visual-spatial ability in mathematical
problems that involve graph-reading or geometry, and therefore feel that mathematical
ability should not be counted as a separate sex differences.
4 Aggressiveness: this was the clearest difference identified. From early childhood, boys
were found to be more verbally and physically aggressive that girls and to engage more
frequently in mock-fighting and aggressive fantasies. (Maccoby and Jacklin, 1974: 27)
These ability differences may also effects people in school education, so people
should know the tendency of males and females. If people know about it, they can choose
better way even if they have trouble with sex distinctions.
1.4Are the differences important?
We have seen a lot of differences between males and females like physical differences,
thought differences and so on. However, are the differences important? We will look at the
history about gender equality, and the people’s thought about gender.
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1.4.1 Background
Males and females have different needs in the society. From an early age, males tend
to have the dominant position while females tend to be submissive in the society. Haeberle
(1983) said that the male social role was designed to reward masculine men, while the
female social role offered its relative advantages only to feminine women. He also said that
masculinity and femininity were gender qualities which were developed in response to social
discrimination. These past social roles might affect our thought about gender. Some people
even have strong opinion that men should be strong and women should be passive in the
society.
However, some males and females feel that the sexual role does not suit them.
Some males might be passive in the society, but some females might be dominant in the
society. All people have different thoughts about sexual roles, so it is natural that people
have different opinions. Somehow, it was true that females stood in a lower position in
society than males in the past.
1.4.2 Thoughts about gender in Japan
Also in Japan, it has been considered natural that males have dominated the society
and females have been still required to be a feminine from the past. However, after the
Second World War Two, the equality of the sexes has become emphasized in Japan. Since
the middle of 1990s, the phrase “gender-free” was begun to be used in Japan. Gender-free is
an idea of taking away sexual discrimination. That is to say, gender-free carries the concept
of being from sexual differences in a social and cultural context. (Arita and Nakamura,
2006)
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The Constitution of Japan (1946) said that it was prohibited to make a distinction
by sex, all people had the fundamental human rights and all people should be respected as
individuals. Also, the Fundamental Law of Education (1947) said that education was not
discriminated by sex, and it should be a coeducational system.
In this way, the equality of the sexes has been emphasized in Japanese society since
the days after the war. However, the concept of “gender-free” is not always accepted in
Japan.
Some quarters regard gender-free as a denial of the differences between males and
females, and of traditional family values, and as a way to promote what they consider
radical sex education. The ruling Liberal Democratic Party said it has received 3,500
reports of alleged “gender-free” activities that were deemed problematic. (Arita and
Nakamura, 2006)
From this article, we can say that the equality of the gender is very important, but it
is also important to set a high value on the differences between males and females. People
need to have correct knowledge about the differences between males and females.
1.5 Research question
We have seen some of the differences between males and females. In Japanese
education, the equality is regarded as important. Therefore, teachers, who work at schools,
should treat their students equally. However, the school education might produce or
reproduce the thought about gender by the curriculum. Is school education useful for
avoiding gender distinction? Also, “gender-free” is not always allowed in Japan. Sex
differences are our natures, and they are very valuable, so it should also be considered
important. So, what about the present condition in regard to sexual distinction at school?
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This thesis researches these questions:
1. Are teachers conscious of students’ sexual differences?
2. Do teachers treat boys and girls differently?
3. What do students think about the teachers’ attitudes to sex differences and equality?
4. Are there any differences between teachers’ and students’ thoughts about gender
equality?
1.6 Conclusion
There are some differences between males and females such as physical, emotional, and
a lot of other differences, and the differences are our nature and it is so valuable. On the
other hand, the equality of the sexes is also important. We should not make distinction
between sexes especially in education. In the next chapter, we will look at teachers’ and
students’ thoughts about gender, and their behavior according to their responses to a
questionnaire.
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Chapter Two; The questionnaire
2.1 Introduction
In Chapter One, we looked at the differences between males and females, and we
found that these differences were important. On the other hand, the equality of the sexes is
also important. In this chapter, we will look at gender at school by gathering data from a
questionnaire. We will discover the teachers’ attitude toward sex differences, and also find
teachers’ and students’ thoughts about gender.
2.2 The questionnaire
2.2.1 Introduction to the questionnaire
The aim of this questionnaire was to find the teachers’ and students’ thoughts and
attitude about the distinction between sexes at school, and to discover whether teachers do
(or should) treat boys and girls differently. There were two questionnaires, one to the
students and one to teachers regarding this matter. The teacher’s questionnaire was divided
into two sections. In Section 1, there were questions about the teachers’ behavior to the
students’ sex in their whole school life; in classes, after school, break time, and so on. In
Section 2, there were questions about students’ actions in English classes.
The questionnaire was sent out not only to English teachers but also students to see if
there were some different thoughts between teachers and students. Even if teachers think
they treat their students equally, but students think it is not equal, there are big differences
between their consciousness, so this questionnaire aimed to know both teachers’ and
students’ thoughts.
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2.2.2 Method
1) Subjects
113 subjects answered the questionnaire. Three men and 13 women English teachers,
11 university students who take teaching course, and 86 students (51 junior high school
students and 35 high school students). The English teachers and teaching course students
answered teachers’ questionnaire, and junior high school and high school students answered
students’ questionnaire. Almost all of the teachers are Japanese, except one English teacher
who is an ALT. The teachers work at junior high school or senior high school, and some of
them teach both junior and senior high school. The teachers work at coeducational school or
girls’ only school. Some teachers, who are working at a girls’ only school, have not worked
at coeducational school, so they meet only girl students at school, but we asked them to
answer their opinion about girls and boys. The students are from junior high school or senior
high school, and all of them are Japanese.
2) Test design
a) The students’ questionnaire
The questionnaire asked students what they thought about how teachers’ treat boys
and girls. The aim of this questionnaire was to find out a) whether students think that
teachers treat boys and girls differently, and also b) what the students think about the
teachers’ attitude.
The students’ questionnaire consisted of two parts. The first part had nine questions
and this part researched what students thought about the teachers’ behavior toward students
such as mental and physical differences throughout the school life. The second part had
twelve questions and this part researched what students thought about their behavior and
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what they thought about their teachers in English classes.
Each question has number (1 to 5) or yes-no to answer the question. 1 meant “boy”
and 5 meant “girl”. The subjects were asked to read the questions, and they could circle the
number or yes-no to answer each question. Also, they could write a comment with sentences
for a few questions: “Are you conscious of the students’ sex when you conduct your class
and why?”, “Who tends to be easier to teach English and why?”
b) The teachers’ questionnaire
The aim of this questionnaire was to find out the teachers’ thoughts about students’
distinction of sexes and how they treat/ behave toward students. Additionally, this
questionnaire researched whether teachers worried about students’ sex when they came into
contact with or taught English to students.
The teachers’ questionnaire also consisted of two parts. There were nine questions
in the first part. This part aimed to find whether teachers changed their behavior of attitude
depending on the students’ sex distinction in whole school life. Also, there were eleven
questions in the second part. The second part asked about gender in English classes. This
part aimed to find out whether teachers had different awareness to students’ actions
depending on the students’ sexes.
Each question had number (1 to 5) or yes-no to answer the question. 1 meant “boy”
and 5 meant “girl”. Subjects were asked to read the questions, and they could circle the
number or yes-no to answer each question. Also, they could write a comment with sentences
for a few questions like “Are you conscious of the students’ sex when you conduct your
classes and why?” These questions were asked because if teachers or students write their
comments, we can know more accurate information about their thoughts.
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3) Procedure
The questionnaire was carried out at junior high school and senior high school.
There was no time limitation to complete this questionnaire. The respondents could mark the
number to answer the questions, and they could also answer by free-writing. The
questionnaire was conducted either in homeroom, at the beginning of classes or between
classes for students. If students did not know how to answer the questionnaire, teachers gave
hints or additional comments, so they could answer more easily.
2.2.3 Results
First, we will look at the data connected with the subjects: their age, their sex, and
their school. Second, we will look at the rate of the answers about each question.
1) The rate of age
We will look at the teachers’ and students’ ages. The tables 2-1 and 2-2 below are
the rate of the ages.
Table 2-1: Teachers’ ages
Age 20’s 30’s 40’s 50’s 60’sTeacher 70% 11% 4% 4% 1%
Table 2-2: Students’ ages
Age 7th
grade9th
grade10th
grade11th
gradeStudent 25% 35% 28% 12%
2) The rate of the distinction of sex
The table 2-3 below is the rate of the teachers’ and students’ distinction of sexes.
Most of the teachers were females.
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Table 2-3: Teachers’ and Students’ sex
Male FemaleTeacher 11% 89%Student 59% 41%
3) School
The tables 2-4, 2-5, and 2-6 below are the rate of the teachers’ school and the
students’ school. Some teachers were students who took teaching course. The students had
experienced teaching practice, so we asked them to answer our questionnaires from their
experiences.
Table 2-4: Teachers’ school (a)
School Junior high school Senior high school Both junior and senior high schoolTeacher 52% 33% 15%
Table 2-5: Teachers’ school (b)
School Teaching course students Co-educational school Girls’ only schoolTeacher 42% 27% 31%
Table 2-6: students’ school
School Junior high school
Senior high school
Students 60% 40%
4) The rate of the answers
The questionnaires showed that there were some differences between students’ and
teachers’ answers, so we will look at the differences with Table 2-7 below. The table has the
main point from the questionnaire and the percentages of the answers. From Question No. 1
to No. 9 were questions about their whole school life, and from Question No. 10 to No.20
(21) were about only English classes. Questions No. 9 and No.20 were yes-no questions, so.
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Table 2-7: The rate of the answers
Students Teachers
Question
1
Usually boys
2 3 4 5
Usually girls
1
Usually boys
2 3 4 5
Usually girls
1. Scold more strictly if quarrel happens 31% 37% 29% 1% 2% 4% 11% 81% 4% 0%
2. Scold more strictly if students disturb the class 38% 14% 45% 2% 1% 0% 4% 96% 0% 0%
3. Take care more kindly if students hurt their leg 1% 1% 39% 29% 29% 0% 0% 81% 19% 0%
4. Talk to more often (out of class) 2% 5% 51% 24% 19% 0% 11% 70% 19% 0%
5. More friendly towards 1% 4% 52% 19% 25% 0% 19% 54% 23% 4%
6. Easier to think about student’s feeling 6% 7% 61% 14% 11% 0% 11% 22% 48% 19%
7. Easier to ask to help to carry something heavy 61% 24% 7% 5% 4% 26% 59% 11% 4% 0%
8. Easier to ask to help to post a picture in the classroom 23% 10% 32% 17% 17% 7% 22% 44% 26% 0%
10. Read aloud in a text bigger voice 20% 17% 49% 8% 5% 11% 44% 37% 4% 4%
11. Ask questions in English classes more often 8% 14% 44% 18% 16% 7% 33% 52% 7% 0%
12. Ask questions more often out of English classes 2% 5% 29% 40% 24% 0% 4% 41% 52% 4%
13. Understand grammar construction faster 1% 5% 57% 24% 13% 0% 0% 85% 15% 0%
14. Hand in homework higher rate 0% 4% 24% 38% 35% 0% 0% 52% 41% 7%
15. Study harder for words test 5% 2% 46% 28% 19% 0% 0% 65% 31% 4%
16. Work harder during group work (boys or girls only group) 11% 6% 29% 32% 23% 0% 19% 56% 26% 0%
17. Work harder during group work (mixed group) 12% 11% 30% 26% 21% 0% 15% 59% 26% 0%
18. Call upon to answer question more often 6% 23% 58% 5% 8% 4% 7% 89% 0% 0%
19. Easier to teach English 0% 4% 63% 18% 15% 0% 7% 74% 19% 0%
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there were not in Table 2-7, and Question No. 21 was only for the students’ questionnaire.
Question No. 1: If a boy and girl have a quarrel, 81% of the teachers thought that
they scolded the boy and girl equally, but 68% of the students felt teachers scolded boys more
strictly. Only 29% of the students thought that teachers scolded boys and girls equally.
Question No. 2: If someone disturbs the classes, 96% of the teachers answered they
scold boys and girls equally, but 52% of the students thought that teachers scolded boys more
strictly. Only 45% of the students thought that teachers scolded boys and girls equally.
Question No. 3: If a student hurts their leg, 19% of the teachers answered they would
take care of girls more kindly but most of the teachers (81%) answered they would take care
of boys and girls same way. None of the teacher answered they would take care of boys more
kindly. On the other hand, over 50% of the students (58%) thought that teachers take care of
girls more kindly.
Question No. 4: Over 40% of the students thought that teachers talked to female
students more often, and 19% of the teachers thought they talked to female students more
often. On the other hand, 7% of the students thought that teachers talked to male students
more often and 11% of the teachers thought same thing.
Question No. 5: Both teachers and students thought that teachers are more friendly
toward female students than male students.
Question No. 6: Over 67% of the teachers felt that they could understand female
students’ feeling more easily, only 25% of the students thought so. Most of the students felt
that teachers could understand boys and girls equally. For teachers, they could understand
students who have same sexes more easily.
Question No. 7: If teachers ask to help to carry something heavy, 85% of the teachers
thought that they could ask girl students more easily, and students thought in a same way.
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Question No. 8: If teachers asked to help to post a picture in the classroom, some
teachers thought that they felt easy to ask girls but some thought they could ask boys more
easily. There were no big differences between teachers’ and students’ thought.
Question No. 9: When teachers conduct their class, 54% of the teachers thought that
they were conscious of the students’ sex, and 60% of the students thought same way.
However, 46% of the teachers and 40% of the students thought that teachers were not
conscious of the students’ sex.
Question No. 10: Teachers thought that boys tended to read a text aloud in a bigger
voice, and 37% of the students thought so, but 49% of the students thought that boys and girls
read a text aloud with the same volume.
Question No. 11: 52 % of the teachers thought that boys and girls asked questions in
English classes with the same frequency, and 40% of the teachers thought that boys asked
questions more often. On the other hand, the students thought that girls tended to ask
questions more often in English classes compared with boys.
Question No. 12: There were not so big differences between teachers’ and students’
thoughts on this point. Both teachers and students thought that girls tended to ask question
more often out of English classes.
Question No. 13: Most of the teachers thought that boys and girls had no differences
to understand grammar construction, but 37% of the students thought that girls tended to
understand grammar constructions faster. Only 15% of the teachers thought that girls tended
to understand grammar constructions faster.
Question No. 14: There were not so big differences between teachers’ and students’
answers. 52% of the teachers thought that boys and girls handed in homework at the same
rate, but about 48% of them thought that girls tended to hand in homework at a higher rate.
21
Both teachers and students thought that girls tended to hand in at a higher rate compared with
boys.
Question No. 15: 65% of the teachers felt that boys and girls studied in the same way
if there was a words test. However, some teachers and students thought that girls tended to
study harder for the words test, compared with boys.
Question No. 16: Most of the teachers thought that the boys-only group and the girls-
only group worked equally hard, but students felt that the girls-only group tended to work
harder during group work.
Question No. 17: If boys and girls are mixed in the same group, most of the teachers
thought that boys and girls worked hard at the same level, but students felt that girls worked
harder during group work.
Question No. 18: 89% of the teachers thought that they called upon boys and girls to
answer questions with the same frequency, but 29% of the students thought that teachers
called upon boys to answer questions more often.
Question No. 19: Most of the teachers said there was no sex distinction difference to
teach English easier.
Question No. 20: 30% of the teachers were conscious of the students’ sex, when they
teach English, and 70% of them were not conscious about it. On the other hand, only 18% of
the students answered teachers were conscious about the students’ sex when they teach
English.
Question No. 21: 34% of the students answered that they wanted to be taught English
by female teachers, and 66% of the students answered they were not conscious of the
teachers’ sex. None of the students answered they wanted to be taught English by a male
teacher.
22
2.3 Summary
In this chapter, we introduced our questionnaire and saw the data. Throughout the
data, we could find out teachers tended to think that they treated boys and girls equally, but
some students tended not to think so. There were some differences between teachers’ and
students’ thought. In Chapter Three, we will discuss the results and look at the detail of these
data.
23
Chapter Three: Discussion of the Experiment
3.1 Introduction
In Chapter One, we looked at the differences between males and females.
We have many sexual differences; physical, emotional, abilities, and a lot of more differences.
However, some of these differences are made by nature, and they are very valuable things. On
the other hand, an equality of the sexes is very important in the school education. We should
not make distinction between male students and female students. In Chapter Two, we found
out that teachers think that they treat boys and girls equally, but the students tend not to think
so. We can say that there are some thought differences between teachers and students. Now,
we will look at the questionnaire deeply, and discuss the data in this chapter.
3.2 Summary of the results
In Chapter Two, we looked at the teachers’ attitude toward students’ sex differences,
and also found teachers’ and students’ thoughts about gender by gathering the questionnaire.
In the teachers’ questionnaire, we asked whether teachers were conscious about students’ sex,
and their behavior to the students’ sex in and out of the English classes. In students’
questionnaire, we asked what students think about teachers’ attitude. From the questionnaire,
we found that teachers’ thought and students’ thought were different to some extent.
Most of the teachers answered that they had the same attitude to boys and girls in the
questionnaire. This means that they treat boys and girls equally. However, some students
thought that teachers treated boys and girls differently. There were big differences between
teachers’ thought and the students’ thought.
24
3.3 Discussion of the results
We looked at the results of the questionnaire, and found out teachers’ and students’
thought about sex distinctions in school education. Now, we will look at the results more
deeply, and analyze it.
3.3.1 Are teachers conscious of students’ gender differences?
In the questionnaire, we asked teachers whether they were conscious of students’ gender
differences.
a) Whole school life
In this section, we will look at whether teachers were conscious of students’ gender
differences in whole school life.
Table.3-1 Are you conscious of the students’ sex when you conduct your class and why?
Yes NoThe rate of the subjects 54% 46%
According to the questionnaire, 54% of the teacher said they were conscious of
students’ sex when they conduct their classes, but 46% of them were not conscious of it.
There were some reasons why teachers conducted their classes. The teachers said,
・Junior high or senior high school students are in their puberty, so boys and girls may feel
things differently.
・Boys tend to be strong (Boys have more power than girls).
・I feel easier when I talk to students who have the other sex.
According to the results, teachers tended to be conscious about students’ sex when
25
they thought about their physical things. Boys and girls had physical and emotional
differences, so some teachers were conscious of it.
b) In English classes
We will look at whether teachers were conscious of students’ gender differences in
English classes. The table 3-2 below was the rate of the teachers’ answers.
Table 3-2: Are you conscious of the students’ sex when you teach English and why?
Yes NoThe rate of the subjects 30% 70%
According to the questionnaire, 30% of the teachers answered they were conscious of
the students’ sex when they taught English, but 70% of them answered they did not conscious
of it. The teachers who were conscious of student’ sex said,
・Boys and girls tended to have different interests.
・Boys and girls tended to have different learning style.
According to the results, most of the teachers were not conscious of the students’ sex
when they taught English to the students. They thought that there were no big differences
between boys and girls when students learned English. However, some teachers felt that boys
and girls had different interests, and different learning style, so they were conscious of
students’ sex. One teacher said that “I have heard that girls have better skills when they learn
languages, so I am conscious of the students’ sex”.
3.3.2 Do teachers treat boys and girls differently in terms of their gender?
We found that over half of the teachers were conscious of students’ sex, but how
about teachers’ treating? Do teachers change their way to treat boys and girls in terms of their
26
gender? The questionnaire asked teachers how they treated differently in terms of students’
gender, and Table 3-3 and 3-4 was the rate of the answers.
a) Whole school life
The questionnaire was divided two parts to research how teachers treated differently
in terms of students’ gender, and the table 3-3 below was the teachers’ answers about in whole
school life.
Table 3-3: Teachers’ answers to questions 1-8
Question1
Usually boys
2 3 45
Usually girls
1. Scold more strictest if quarrel happens4%
11%
81% 4% 0%
2. Scold more strictly if students disturb the class 0% 4%
96% 0% 0%
3. Take care more kindly if students hurt their leg 0% 0%
81%
19% 0%
4. Talk to more often(out of class)0%
11%
70%
19% 0%
5. More friendly towards0%
19%
54%
23% 4%
6. Easier to think about students’ feelings 0%
11%
22%
48% 19%
7. Easier to ask to help to carry something heavy 26%
59%
11% 4% 0%
8. Easier to ask to help to post a picture in the classroom 7%
22%
44%
26% 0%
According to the questionnaire, teachers treated boys and girls equally in most of the
questions. However, some results of the questions showed that teachers tended not to be equal
when they treated boys and girls. In Question 1 and Question 3, most of the teachers treated
boys and girls equally. However, some teachers tended to scold boys more strictly (in
Question 1), and some teachers tended to take care girls more kindly if students hurt their legs
27
(in Question 3). Also, Question 7 showed that most of the teachers felt it easier to ask boys to
help carry something heavy. According to these results, many teachers treated their students
differently when they thought about students’ physical things. Teachers tended to think that
boys had more power and stronger emotion than girls, so they might treat boys a little bit
more strictly and asked boys to carry heavy things, and they might treat girls a little bit more
kindly. Also, in Question 5, only about half of the teachers answered they were friendly boys
and girls, and Question 6, many teachers answered that they could easier to think about girls’
students feeling. Both male and female teachers answered the questionnaire, but 89% of them
were female teachers, so teachers tended to think students’ feeling easier if students have
same sex to the teachers. If students have the other sex, teachers might felt a loss when they
think about students’ feelings.
b) In English classes
We looked at the teachers’ answers about in whole school life. Here, we will look at
whether teachers treated boys and girls differently in terms of their gender in English classes.
Table 3-4: Teachers’ answers to questions 10-19
Question 1Usually
boys2 3 4
5Usually
girls10. Read aloud in a text bigger voice 11% 44% 37% 4% 4%11. Ask questions in English classes more
often 7% 33% 52% 7% 0%12. Ask questions more often out of English
class 0% 4% 41% 52% 4%13. Understand grammar construction faster 0% 0% 85% 15% 0%14. Hand in homework higher rate 0% 0% 52% 41% 7%15. Study harder for words test 0% 0% 65% 31% 4%16. Work harder during group work (boys or
girls only group) 0% 19% 56% 26% 0%17. Work harder during group work (mixed
group) 0% 15% 59% 26% 0%18. Call upon to answer question more often 4% 7% 89% 0% 0%
28
19. Easier to teach English 0% 7% 74% 19% 0%
According to the questionnaire, not so many teachers treated boys and girls equally
in English classes. Only Question 13, 15 and 19, many teachers answered they treated boys
and girls equally. Teachers thought that boys and girls had each tendency in English classes,
and they treated students’ differently in some cases. In Question 10 and 11, many teachers
thought that boys were more active in English classes. Some teachers said that boys had
bigger voice when they read aloud, and made more voluntary statements or answered
questions more voluntary than girls. On the other hand, out of the English classes, many
teachers thought that girls asked questions more often. Also, Question 14 and 15 showed that
teachers tended to think girls handed in homework higher rate, and studied harder for words
test than boys. Some teachers said in the questionnaire that girls tended to be more serious
students, and to have better attitude in English classes than boys. Furthermore, in group work,
some teachers said that they were conscious of students’ sex when they made group. That was
because boys and girls had different character and interests, so they tried to be careful that the
group work became equally and more effectively to all students by considered students’ sex.
3.3.3 What do students think about teachers’ behavior towards each of the sexes?
We have looked teachers’ opinion, but students might have different opinion to the
teachers’. In this section, we will look at students’ opinion towards teachers’ behavior.
a) Whole school life
a.1) Do students think teachers are conscious of students’ sex?
In the questionnaire, we asked students to answer “Do you think teachers are
conscious of students’ sex when they conduct their class and why?”, and the table 3-5 below
was the rate of the students’ answers.
29
Table 3-5: Do you think teachers are conscious of students’ sex when they conduct their class
and why?
Yes NoThe rate of the subjects 60% 40%
According to the questionnaire, 60% of the students thought that teachers were
conscious of students’ sex when they conducted their class, but 40% of the students did not
think so. Some students, who thought that teachers were conscious of the students’ sex, said
・Teachers changed a way of talking by students’ sex.
・Teachers tended to more strictly to the boys, but more kindly to the girls.
According to the results, over half of the students thought that teachers conscious of students’
sex.
a.2) What do students think about teachers’ behavior?
We looked at the table about how students’ felt about teachers’ consciousness of
students’ sex. In this section, we will look at the students’ thoughts about teachers’ behavior
toward each of the students’ sexes.
Table 3-6: Students’ answers to questions 9-16
Question
1Usually
boys2 3 4
5Usually
girls9. Scold more strictly if quarrel happens 31% 37% 29% 1% 2%10. Scold more strictly if students disturb the
class 38% 14% 45% 2% 1%11. Take care more kindly if students hurt
their leg 1% 1% 39% 29% 29%12. Talk to more often (out of class) 2% 5% 51% 24% 19%13. More friendly towards 1% 4% 52% 19% 25%14. Easier to think about student’s feeling 6% 7% 61% 14% 11%
30
15. Easier to ask to help to carry something heavy 61% 24% 7% 5% 4%
16. Easier to ask to help to post a picture in the classroom 23% 10% 32% 17% 17%
According to the questionnaire, many students thought that teachers did not always
treat boys and girls equally. In Question1, Question2, and Question7, most of the students
answered teachers treated boys more strictly or teachers asked boys to help to carry heavy
things. Students tended to think that teachers were more strictly to boys than girl, and boys
had more power than girls. On the other hand, looking at Question 3, many students thought
that teachers took care more kindly if students hurt their legs. From this result, many students
felt that teachers were more kindly to the girls than boys. Also, looking at Question 4 and
Question 5, students thought that teachers talked to girls more often, and they were more
friendly to girls than boys.
b) In English classes
b.1) Do students think teachers are conscious of students’ sex during teaching English?
In questionnaire, we asked students to answer “Do you think teachers are conscious
of students’ sex during teaching English and why?”, and the table 3-7 below was the students’
answers and some of their comments.
Table 3-7: Do you think teachers are conscious of students’ sex when they teach English and
why?
Yes NoThe rate of the subjects 18% 82%
According to the questionnaire, 82% of the students answered teachers were not
conscious of students’ sex when they teach English, but 18% of the students said teachers
were conscious of it. Students who thought teachers were conscious of students’ sex said the
31
reason like that,
・Teachers taught girls more thoughtful and scrupulous.
・Girls tended not to speak in the class so often, so teachers were conscious of the students’
sex.
In this way, some students thought that teachers were conscious of the students’ sex, but most
of them did not think so.
b.2) What do students’ think about their attitudes in English classes?
In this section, we will look at the students’ attitudes in English classes. The tables 3-
8 and 3-9 below were the rate of the students’ answer.
Table 3-8: Students’ answers to question 10-19
Question
1Usually
boys2 3 4
5Usually
girls10. Read aloud in a text bigger voice 20% 17% 49% 8% 5%11. Ask questions in English classes more often 8% 14% 44% 18% 16%12. Ask questions more often out of English classes 2% 5% 29% 40% 24%13. Understand grammar construction faster 1% 5% 57% 24% 13%14. Hand in homework higher rate 0% 4% 24% 38% 35%15. Study harder for words test 5% 2% 46% 28% 19%16. Work harder during group work (boys or girls only group) 11% 6% 29% 32% 23%17. Work harder during group work (mixed group) 12% 11% 30% 26% 21%18. Call upon to answer question more often 6% 23% 58% 5% 8%19. Easier to teach English 0% 4% 63% 18% 15%
According to the questionnaire, students thought that boys and girls had some
different attitude in English classes. From Question 10 and Question 19, students thought that
boys had bigger voice and called upon to answer question more often than girls. On the other
32
hand, from Question 11, 12, 13, 14, 15, 16, 17, many students thought that girls ask question
more often, hand in homework higher rate, study harder for words test, and work harder
during group work than boys. Students tended to think that boys had big voice, but girls had
better attitudes to learn English, and girls.
Table 3-9: Which do you prefer to be taught by and why?
Male Either is OK FemaleThe rate of the subjects 0% 66% 34%
Only students’ questionnaire had above question. Most of the students’ answered they
were not conscious of teachers’ sex when they were taught English by. However, 34% of the
subjects said they prefer female teachers. In addition, none of the subjects answered they
prefer male teacher to be taught by. Some students said
・Female teachers tended to be more kindly than male teachers.
・It was easier to hear female teachers’ voice.
・Female teachers were easier to talk to, and felt easy to ask questions.
・It was better to be taught by the teachers who had same sex.
According to the questionnaire, students also tended to be conscious of teachers’ sex.
3.3.4 Are there any differences between teachers’ and students’ thoughts about gender?
We have looked both teachers’ and students’ opinion. According to the questionnaire,
teachers tended to treat boys and girls equally in most of the time, but students’ tended not to
think so. Only few of the teachers were conscious of students’ gender like learning style,
physical things, and students’ characters, but most of the teachers were only conscious of
students’ sex when they thought about physical things of the students. In general, boys have
more power than girls, and girls have less power than boys, so teachers sometimes tend to
33
worry about that. In addition, teachers felt that students who have same sex were easy to think
about their thought. However, from students’ view, teachers did not treat boys and girls
equally. Most of the students thought that teachers were more strictly to boys, and more
kindly to girls. Also, some students were conscious of teachers’ gender, too. From the
questionnaire, we could found that there were big differences between teachers’ and students’
thoughts.
3.4 Answering the research questions
1. Are teachers conscious of students’ sexual differences?
From this experiment, we found that teachers tended to be conscious of students’
sexual differences, especially when they thought about students’ physical things. In general,
boys have more power than girls because of the structures of the bodies, so teachers tended to
think about the differences. Also, most of the teachers felt they could think about students’
feeling easier if students have same sex to the teachers.
However, when teachers taught English to their students, they seldom thought about
the sexual differences. They believed that there were no big differences between boys and
girls when students learn English. Only few teachers thought about the differences of learning
style between boys and girls.
2. Do teachers treat boys and girls differently?
Teachers treated boys and girls equally in most of the time. They were be careful
about not to treat boys and girls differently. Many teachers tended to think that they should
treat their students equally. However, when they thought about the physical differences, they
treated boys and girls differently: if teachers want to ask to help to carry something heavy, the
34
tended to ask boys to help them.
In English classes, teachers tried hard to treat their students equally. However,
teachers tended to think that boys were more active than girls, and girls were more serious
students than boys. Also, some teachers thought about the interests’ or characters’ differences
between boys and girls.
3. What do students think about the teachers’ attitudes to sex differences and equality?
From this experiment, we could find that students’ thoughts were different from
teachers’ one: students thought that teachers treated boys and girls differently. They thought
that teachers were more kindly to the girls, but more strictly to the boys because of the
physical differences. Students might have a gender stereotype: boys should be strong, and
girls should be feminine women. Because of the stereotype, they might think too much that
teachers treated boys and girls differently.
However, in English classes, student’ thoughts and teachers’ thoughts were almost
the same. Students also thought that teachers treated boys and girls equally. They believed that
sexual differences and learning English were not related, so teachers did not treat boys and
girls differently in English classes.
4. Are there any differences between teachers’ and students’ thoughts about gender equality?
We found that there were differences between teachers’ and students’ thoughts about
gender equality. From the experiment, teachers tended to treat boys and girls equally in most
of the time, but students thought that teachers were more strictly to boys, and more kindly to
girls. It was a big difference, and so interesting things.
3.5 Implications
We have looked the results of the questionnaire in Chapter Two, and discuss it in this
35
Chapter. According to the results, we found that teachers tended to treat male and female
students equally most of the time, but many students did not think so. The students thought
that teachers treated more thoughtfully and kindly to the female students, but more strictly
and roughly to the male students. From teachers’ opinion, we found that they tended to be
conscious of the students’ sex when they looked at students’ physical things. In general, males
tend to be stronger than females, so teachers sometimes worry about it. Also, students were
conscious of teachers’ sex. Some students thought that they felt easy to communicate to
female teachers. In addition, teachers tended to feel easy to communicate with students who
had same sex to them. According to the results, we could say that teachers should try hard to
treat boys and girls equally, and try not to change their behavior towards each of the sexes.
However, they should also have feelings to think about students’ sex.
Changing teachers’ behavior towards each of the students’ sexes is not good. It is also
mentioned in the constitution. All teachers need to be equal to all of the students, and they
should treat all students equally. However, teachers should know the differences between boys
and girls like physically, and emotionally. For example, female students have menses every
month and some of them have some trouble with their bodies, but male students do not have
this phenomenon. If teachers meet that situation, they should think about the differences
between boys’ bodies and girls’ body, so they need to know about the differences. Teachers
must not do gender differentiation especially at school education, but they might they need to
know that males and females have different natures. Teachers should know that the
differences, and tried not to distinct by the students’ gender is very important things.
3.6 Limitations of the Experiments
There were some limitations to this study. Firstly, all of the students were from the
same junior or senior high school. We could know the idea of the students towards teachers’
behavior, but the answers were not so various. That was because students could not meet
36
many teachers. They could meet teachers only at that school, so the answers of the
questionnaire had limitations. If experiment had many students who were from many schools,
the results might be more accurate.
Secondly, most of the English teachers were female, and there were many teachers
who have not experienced working at actual schools. Only 11% of the teachers were males,
and 41% of the teachers were teaching course students. They have experienced working at
school only three weeks on teaching practice. There might be some differences between
males’ teachers and females’ teachers. Also, there might be some differences between actual
teachers and teaching course students. Therefore, if there were equal numbers of males’ and
females’ teachers, and if there were more working teachers, the results of the questionnaire
might be more reliable.
Thirdly, gender distinction is made by not only school education, but also by home
background. Even if teachers and the school try hard to treat students equally, but students’
parents distinct the gender differences at home for example, then students might have some
stereotype towards the gender. In addition, even if teachers treat males and females equally,
students might believe that males and females are different, so males and females should be
treated by differently. The stereotypes which are made at home probably affect the students’
thinking. However, the experiment gave only students and teachers. If the questionnaire also
gave to students’ protector, we could get opinion of school (teachers), students, and protectors,
and it may be more reliable results.
3.7 Further research
There are some things we can research in the future. Firstly, as mentioned above, we
have to know protectors’ behavior toward gender of the children. Students’ thinking is
affected by the behavior of school and teachers, but protectors’ behavior and treating toward
each of the sexes also affects students’ thought. In Japan, by the Fundamental Law of
37
Education, it is prohibited to do gender differentiation at school education, but there are also
many laws which forbid gender distinction in Japanese society. However, in Japan, some
people might believe that it is good to divide social roles by sexes. People who have these
opinions might affect Japanese gender education, so it might be interesting to research
opinions of protectors’ and people in the society.
Secondly, teachers should treat boys and girls equally at co-educational school, but
there are some girls’ only and boys’ only school in Japan. How about these kinds of school?
Are there some special points at girls’ only or boys’ only school? What teachers and students
think about the school and are there any differences compared with co-educational school? As
mentioned in chapter One, males and females have different brains and it is said that females
are better at language than males. Are there any different learning styles between boys and
girls? It might be interesting to research the teachers’ differences of behavior between co-
educational school and girls’ only/ boys’ only school.
3.8 Conclusion
Through this research, we could found that teachers should treat boys and girls
equally in most of the time, but teachers sometimes have to think about the students’ sexes,
and treat them differently. It is natural that boys and girls have many different things like
physically, emotionally, so we have to emphasize each of the characters. It is especially
important to know the physical differences: for example, females have menses every month,
so teachers should recognize this in the way they approach females. Teachers should treat
males and females equally at most of the time, but they should have correct knowledge of sex
and gender differences.
The sex differences is people’s nature, so when they think about the gender, they
should not forget about it. In school education, teachers should know the differences between
boys and girls, and then, they should treat them equally in an appropriate way.
38
39
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Appendices A
卒業論文に関するアンケート
年齢: 20 代 30 代 40 代 50 代 60 代 性別: 男性 女性 勤務先: 中学校 高等学校 大
学
私は現在、教師が生徒の性別により、接し方を変えているか・変えるべきかについて調べています。以下の質問であなたの答えに当てはまる番号に○をつけてください。また、９・１９・２０問目はその理由について、文章での記入もお願いいたします。なお、このアンケートに関する情報は、卒業論文での研究目的以外では使用いたしませんのでご安心ください。<学校で>
男子 同じ 女子
Q.1 男子生徒と女子生徒がけんかをしていました。あなたがよりきつく叱るのはどちらですか。
1 2 3 4 5
Q.2 もしも生徒が授業を妨害したら、あなたがよりきつく叱るのはどちらですか。
1 2 3 4 5
Q.3 生徒が足に怪我をしているとき、あなたはどちらにより優しく接しますか。
1 2 3 4 5
Q.4 授業以外の時間で話しかけることが多いのはどちらですか。 1 2 3 4 5
Q.5 あなたがより仲が良いのはどちらですか。 1 2 3 4 5
Q.6 あなたが感情を理解しやすいのはどちらですか。 1 2 3 4 5
Q.7 重たい荷物を運ぶとき、手伝いを頼みやすいのはどちらですか。 1 2 3 4 5
Q.8 教室に掲示物を貼るとき、手伝いを頼みやすいのはどちらですか。 1 2 3 4 5
Q.9 生徒と接するとき、あなたは生徒の性別を意識しますか。また、それはなぜですか。
はい / いいえ
<理由>
<英語の授業で>男子 同じ 女子
Q.10
授業中、より大きな声で音読するのはどちらだと思いますか。 1 2 3 4 5
Q.11
授業中、教師に分からないことを質問することが多いのはどちらだと思いますか。
1 2 3 4 5
Q.12
授業外（休み時間・放課後等）で、質問をしに来ることが多いのはどちらだと思いますか。
1 2 3 4 5
Q.13
文法の理解が早いのはどちらだと思いますか。 1 2 3 4 5
Q.14
宿題の提出率が良いのはどちらだと思いますか。 1 2 3 4 5
Q.15
授業で単語テストをするとき、どちらがより勉強してきますか。 1 2 3 4 5
Q.16
男女別々の班でグループ活動をするとき、より積極的に活動しているのはどちらのグループですか。
1 2 3 4 5
Q.17
男女一緒の班でグループ活動をするとき、グループ内でより積極的に活動しているのは、どちらだと思いますか。
1 2 3 4 5
Q.1 あなたが授業で指名することが多いのはどちらだと思いますか。 1 2 3 4 5
42
8Q.19
あなたが英語を教えやすいと感じるのはどちらだと思いますか。また、それはなぜですか。
1 2 3 4 5
<理由>
Q.20
英語を教えるとき、あなたは生徒の性別を気にしますか。また、それはなぜですか。
はい / いいえ
<理由>
ご協力ありがとうございました。
43
卒業論文に関するアンケート
性別: 男性 女性 現在: 中学生 高校生 大学生
私は現在、教師が生徒の性別により、接し方を変えているか・変えるべきかについて調べています。以下
の質問であなたの答えに当てはまる番号に○をつけてください。また、９・１９・２０・２１問目はその理由
について、文章での記入もお願いいたします。なお、このアンケートに関する情報は、卒業論文での研究目的
以外では使用いたしませんのでご安心ください。
<学校で>
男子 同じ 女子
Q.1 男子生徒と女子生徒がけんかをしていました。教師がよりきつく叱るのはどち
らだと思いますか。
1 2 3 4 5
Q.2 もしも生徒が授業を妨害したら、教師がよりきつく叱るのはどちらだと思いま
すか。
1 2 3 4 5
Q.3 生徒が足に怪我をしているとき、教師はどちらにより優しく接すると思います
か。
1 2 3 4 5
Q.4 教師が授業以外の時間で話しかけることが多いのはどちらだと思いますか。 1 2 3 4 5
Q.5 教師がより仲が良いのはどちらだと思いますか。 1 2 3 4 5
Q.6 教師が感情を理解しやすいのはどちらだと思いますか。 1 2 3 4 5
Q.7 重たい荷物を運ぶとき、教師が手伝いを頼みやすいのはどちらだと思います
か。
1 2 3 4 5
Q.8 教室に掲示物を貼るとき、教師が手伝いを頼みやすいのはどちらだと思います
か。
1 2 3 4 5
Q.9 生徒と接するとき、教師は生徒の性別を意識していると思いますか。また、そ
れはなぜですか。
はい / いいえ
<理由>
<英語の授業で>
男子 同じ 女子
Q.10 授業中、より大きな声で音読するのはどちらだと思いますか。 1 2 3 4 5
Q.11 授業中、教師に分からないことを質問することが多いのはどちらだと思います
か。
1 2 3 4 5
Q.12 授業外（休み時間・放課後等）で、教師に質問をしに行くことが多いのはどち
らだと思いますか。
1 2 3 4 5
Q.13 文法の理解が早いのはどちらだと思いますか。 1 2 3 4 5
Q.14 宿題の提出率が良いのはどちらだと思いますか。 1 2 3 4 5
Q.15 授業で単語テストをするとき、より勉強して行くのはどちらだと思いますか。 1 2 3 4 5
Q.16 男女別々の班でグループ活動をするとき、より積極的に活動しているのはどち
らのグループだと思いますか。
1 2 3 4 5
Q.17 男女一緒の班でグループ活動をするとき、グループ内でより積極的に活動して
いるのは、どちらだと思いますか。
1 2 3 4 5
Q.18 教師が授業で指名することが多いのはどちらだと思いますか。 1 2 3 4 5
Q.19 教師が英語を教えやすいと感じるのはどちらだと思いますか。また、それはな
ぜですか。
1 2 3 4 5
44
<理由>
Q.20 英語を教えるとき、教師は生徒の性別を気にしていると思いますか。また、そ
れはなぜですか。
はい / いいえ
<理由>
Q.21 あなたが英語を教えてもらいたいのはどちらの先生ですか。またそれはなぜ
ですか。
男性 / どちらでも / 女
性
<理由>
ご協力ありがとうございました。
45
Appendices BThesis Questionnaire
Age: 20’s 30’s 40’s 50’s 60’s Sex: M FSchool: Junior High School Senior High School University
This questionnaire studies about “Do / should teacher treat boys and girls differently?” Please read the questions below and circle your answer.
<At school>boy same girl
Q.1 A boy and a girl have a quarrel. Who would you scold more strictly? 1 2 3 4 5Q.2 If someone disturbs the class, which would you scold more strictly? 1 2 3 4 5Q.3 If your students hurt their leg, who would you take care of more kindly? 1 2 3 4 5Q.4 Out of class, who do you talk to more often? 1 2 3 4 5Q.5 Which are you more friendly towards? 1 2 3 4 5Q.6 Which do you think you can understand student’s feeling more easily? 1 2 3 4 5Q.7 If you need someone to carry something heavy, who is easier to ask to help? 1 2 3 4 5Q.8 If you want to post a picture in the classroom, who is easier to ask to help? 1 2 3 4 5Q.9 Are you conscious of the student’s sex when you conduct your class and why? Yes / No
<Why?>
<In English classes>boy same girl
Q.10
Who tends to read aloud in a text bigger voice? 1 2 3 4 5
Q.11 Who tends to ask questions more often? 1 2 3 4 5Q.12
Who tends to ask questions more often out of English classes (e.g. after class, after school)?
1 2 3 4 5
Q.13
Who tends to understand grammar constructions faster? 1 2 3 4 5
Q.14
Who tends to hand in homework at a higher rate? 1 2 3 4 5
Q.15
Who tends to study harder if there are words test? 1 2 3 4 5
Q.16
Which tends to work harder during group work, boys only group or girls only group?
1 2 3 4 5
Q.17
Which tends to work harder during group work if boys and girls are mixed in same group?
1 2 3 4 5
Q.18
Who do you tend to call upon to answer question more often? 1 2 3 4 5
Q.19
Who tends to be easier to teach English and why? 1 2 3 4 5
<Why?>
46
Q.20
Are you conscious of the student’ sex when you teach English and why? Yes / No
<Why?>
47
Thesis QuestionnaireSex: M FSchool: Junior High School Senior High School University
This questionnaire studies about “Do / should teacher treat boys and girls differently?” Please read the questions below and circle your answer. <At school>
boy same girlQ.1 A boy and a girl have a quarrel. Which would teachers scold more strictly? 1 2 3 4 5Q.2 If someone disturbs the class, which would teacher scold more strictly? 1 2 3 4 5Q.3 If students hurt their leg, who would teachers take care of more kindly? 1 2 3 4 5Q.4 Out of class, who do teachers talk to more often? 1 2 3 4 5Q.5 Which are teachers more friendly towards? 1 2 3 4 5Q.6 Which do you think teachers can understand student’s feeling more easily? 1 2 3 4 5Q.7 If teachers need someone to carry something heavy, who is easier to ask to help? 1 2 3 4 5Q.8 If teachers want to post a picture in the classroom, who is easier to ask to help? 1 2 3 4 5Q.9 Do you think teachers conscious of the student’s sex when they conduct their
class and why?Yes / No
<Why?>
<In English classes>boy same girl
Q.10
Who tends to read aloud in a text bigger voice? 1 2 3 4 5
Q.11 Who tends to ask questions more often? 1 2 3 4 5Q.12
Who tends to ask questions more often out of English classes (e.g. after class, after school)?
1 2 3 4 5
Q.13
Who tends to understand grammar constructions faster? 1 2 3 4 5
Q.14
Who tends to hand in homework higher rate? 1 2 3 4 5
Q.15
Who tends to study harder if there are words test? 1 2 3 4 5
Q.16
Which tends to work harder during group work, boys only group or girls only group?
1 2 3 4 5
Q.17
Who tends to work harder during group work if boys and girls are mixed in same group?
1 2 3 4 5
Q.18
Who do teachers tend to call upon to answer more often? 1 2 3 4 5
Q.19
Who tends to be easier to teach English for the teachers and why? 1 2 3 4 5
<Why?>
Q.20
Do you think teachers are conscious of the student’ sex when they teach English and why?
Yes / No
<Why?>
48
Q.21
Which do you prefer to be taught English by and why? Male / Either is OK. / Female
<Why?>
49
