OVERCOMING GENDER BIAS WITH SELF-EFFICACY: A CASE STUDY OF WOMEN AGRICULTURAL EDUCATION TEACHERS AND PRESERVICE STUDENTS
OVERCOMING GENDER BIAS WITH SELF-EFFICACY: A CASE STUDY OF WOMEN AGRICULTURAL EDUCATION TEACHERS AND PRESERVICE STUDENTS
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用自我效能克服性别偏见：女农业教育教师和保育生的案例研究
DOI：
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发表时间：
2007
期刊：
影响因子：
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通讯作者：
K. Kelsey
中科院分区：
文献类型：
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作者：
K. Kelsey
传统上，妇女在中等农业教育中担任教师和学生的人数不足。本个案研究以批判理论为视角，探讨女教师和职前学生在中等农业教育中的经历，以更好地了解她们对进入职业障碍的看法。三分之二的女性报告说，她们经历过来自学校管理人员、社区成员和同龄人的性别偏见；然而，他们在教授农业教育方面表现出高度的自我效能感，这使他们能够克服任何障碍坚持下去。然而，所有歧视性的经历更有可能使接受职前教育的妇女不愿进入这一职业。建议农业教师教育工作者为女性职前学生提供必要的知识和技能，以面对和克服各种正式和非正式教育背景下的性别偏见，特别是求职面试，以增加她们进入该州中等农业教育的机会。
Women have been traditionally underrepresented in secondary agricultural education as teachers and students. Using critical theory as the lens for interpreting findings, this case study sought to explore female teachers’ and preservice students’ experiences in secondary agricultural education to better understand their perceptions of barriers to entry into the profession. Two-thirds of the women reported that they experienced gender bias from school administrators, community members, and peers; however, they exhibited a high degree of selfefficacy for teaching agricultural education that allowed them to persist in spite of any barriers. However, all discriminatory experiences are more likely to discourage women in preservice education from entering the profession. It is recommended that agricultural teacher educators prepare female preservice students with the knowledge and skills necessary to face and overcome gender bias in a variety of formal and informal educational contexts, especially jobseeking interviews, to increase their chances of career entry into secondary agricultural education in this state.