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Hidden Gender Ideology in High School Physical Education: A Study from Teachers Feedback
The purpose of this study was to examine the hidden gender ideology in physical education (PE) through teachers' feedback to achieve the goal to raise the awareness and gender equity in school PE. Purposive sampling method was used to select 3 experienced PE teachers and their high school students. One PE teacher from each class (boys, girls and co-ed classes) were selected for this study. A total of 16 PE lessons for each teacher were conducted, and videotaped for further analysis. Self-Assessment Feedback Instrument (SAFI) was used to record and analyze and teacher's verbal feedback behavior. Then the feedback discourses were analyzed qualitatively to examine and categorize the gender biased terms used to criticize student's physical competence and body image. Critical Didactic Incidents method (CDIs) was used to analyze the student's past and present experiences about PE class. The Results indicated as: (1) All 3 teachers provided ”informative feedback” and ”direction” and less ”acceptance” towards physical competence of students. (2) All 3 teachers provided ”praise” and ”criticism” towards student's physical motor performance. (3) Our data showed teachers feedback did not indicate any gender bias. However, during swimming class, students had a tendency to be self-respect and adapted psychologically and physiologically. The findings have implications in creating a gender friendly sport environment and humanities accomplishment to avoid gender bias in PE setting.
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