Conscious Gender Equitable Teaching Behaviors: Inclusivity for All Students

Background/Purpose: Physical education is critical to the physical, psychological, and social wellness of children (Graber & Woods, 2013; NASPE, 2012). Extant research has shown unequal treatment on the basis of gender in physical education (Azzarito & Solomon, 2009; Barr-Anderson et al., 2008; McKenzie et al., 2006; Oliver, Hamzeh, & McCaughtry, 2009; Sabo, 2009; Vu, Murrie, Gonzalez, & Jobe, 2006). The instructional methods employed by physical education professionals can directly impact the development of students in positive and, unfortunately, negative ways (Griffin, 1985; Koca, 2009; McCaughtry, 2004). This investigation focused on communication and behaviors teachers demonstrated specifically related to gender in physical education within the framework of critical feminist theory. Specifically, this investigation targeted one female teacher who was an outlier during a larger investigation that examined four teachers through observations and interviews. Research questions focused on teachers’ understandings of gender equitable practices and the intentional inclusion of language and behaviors aimed at creating a positive learning experience.

Method: A multiple-case study was conducted in four school districts with elementary and middle school physical education teachers. Each teacher participated in two formal interviews as well as daily informal interviews over a period of two weeks. They were audio-recorded as well as observed throughout the school day.

Analysis/Results: The investigator utilized triangulation in the analysis of interview transcriptions, observation logs, and course documents (Patton, 2002). From a critical feminist perspective, data were analyzed deductively to determine the ways in which the results supported the theoretical construct and inductively to establish new themes falling outside of the construct. Of the four case studies one participant emerged as an outlier. While three participants demonstrated consistent language and behaviors that positioned female students as less than their male counterparts, one participant made a conscious effort to avoid gender-biased language and employed deliberate and unique strategies to create an inclusive learning environment. In order to fairly select students for leadership positions she used an Ipad application. She indicated a conscious effort to address the students as “girls and boys”, “you all”, or “everyone”, rather than “you guys.”  Her physical education curriculum placed greater emphasis on cooperation rather than competition.

Conclusions: This research demonstrates the possibility of a higher standard of teaching in physical education and the importance of creating a positive experience for students. As the expectations of physical education practices become elevated further research is needed to aid practitioners in their efforts.