1. Cultural Values: Gender Role Separation in Teaching and Learning

2. 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?)

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

4. 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)

5. 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

6. 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