Cultural Values: Gender Role Separation in Teaching and Learning

Basic Orientation The extent to which the members of a culture or society idealize the separation of male and female roles in that society When the roles are separated, the nature of the idealized roles each is to play (i.e., what ideals characterize male vs. female roles?)

Characteristics of “Masculine” and “Feminine” Societies Intuitive Tender Harmonious Modest Friendly Decisive Tough Competitive Performing Brilliant

Sample Hofstede Values Median Score: 50 Low Score: 5 High Score: 95 Thailand United States China Vietnam 5 10 20 30 40 50 60 70 80 90 95 Small Gender Role Separation (Feminine) Large Gender Role Separation (Masculine)

Values in Large Gender Role Separation (Masculine) Societies Teachers and Students Values in Large Gender Role Separation (Masculine) Societies Teachers openly praise good students Teachers use best students as the norm System rewards students' academic performance A student's failure in school is a severe blow to his/her self-image and may in extreme cases lead to suicide Students admire brilliance in teachers Students compete with each other in class Students try to make themselves visible Corporeal punishment occasionally considered salutary Students choose academic subjects in view of career opportunities Male students avoid traditionally feminine academic subjects

Values in Small Gender Role Separation (Feminine) Societies Teachers and Students Values in Small Gender Role Separation (Feminine) Societies Teachers avoid openly praising students Teachers use average student as the norm System rewards students' social adaptation A student's failure in school is a relatively minor accident Students admire friendliness in teachers Students practice mutual solidarity Students try to behave modestly Corporeal punishment severely rejected Students choose academic subjects in view of intrinsic interest Male students may choose traditionally feminine academic subjects