| Teachers' expectations and how these expectations affect students' participation and performance in physical education have been examined to a great degree by a large number of researchers. Furthermore, efforts have been made by other researchers to document the factors affecting students' attitude and thus, affecting their participation and performance. The purpose of this study, therefore, is to examine if female students perceive physical education teachers' gender-role-stereotyped expectations and how these expectations affect their participation and attitude toward physical education. Twenty middle school female students were interviewed using a semi-structured interview guide that was first pre-pilot and pilot tested in order to ensure trustworthiness and credibility of data collection. Female students were also observed twice, once right after the interview, and once more after a member check. The two physical education teachers were informally interviewed after each student observation. Analysis of data revealed three major themes: (a) there is no evidence suggesting that female students perceive gender-role-stereotyped expectations from their physical education teachers; (b) female students have and perceive their male peers as having gender-role-stereotyped expectations; and (c) there is no evidence suggesting that teachers' gender-role-stereotyped expectations influencing female students' attitudes toward physical education. The essence of this study is that females perceive no differential treatment or expectations in their teachers' behavior toward males and females. Factors contributing to this finding include female students' perceptions of their teacher's general and gender-role-stereotyped expectations, as well as their feelings toward co-educational education, and negative influences that decrease enjoyment and participation. In addition, a competitive atmosphere, and the curriculum, are two primary factors affecting females positive and negative attitude toward physical education. Results of this study suggest that the curriculum, peers' positive attitudes, and the teacher are factors that positively affect female students' participation and attitudes toward physical education. Schools and curriculum developers in particular, should take into consideration students' feelings, diverse needs, and suggestions if they want to design a more effective, and equitable, school programs and curriculums that are free of gender stereotypes. |
