Sokal, L., & Katz, H. (2008). Effects of Technology and Male Teachers on Boys' Reading. Australian Journal of Education, 52(1), 81-94. Retrieved from Academic Search Complete database.
Summary:
This study conducted by Sokal and Katz (2008) investigated feminized views of reading and the effect of male or female instructors as well as computer-based literacy programs on the attitudes of males. Using a sample of 114 third and fourth grade males, the research shows that the sex of the instructor had no effect upon feminine views of reading, but that the use of technology did. Using a three point scale, boys who worked with male instructors on computer-based literacy programs had a mean change of 0.17 points towards a less feminine view of reading, while boys who worked with male instructors using traditional book-based methods had a mean change in the opposite direction by 0.11 points. Boys taught by female instructors had no change in either group.
Reaction
This study conducted by Sokal and Katz (2008) investigated feminized views of reading and the effect of male or female instructors as well as computer-based literacy programs on the attitudes of males. Using a sample of 114 third and fourth grade males, the research shows that the sex of the instructor had no effect upon feminine views of reading, but that the use of technology did. Using a three point scale, boys who worked with male instructors on computer-based literacy programs had a mean change of 0.17 points towards a less feminine view of reading, while boys who worked with male instructors using traditional book-based methods had a mean change in the opposite direction by 0.11 points. Boys taught by female instructors had no change in either group.
Reaction
The findings of this study are surprising in that the presence of a female instructor did not affect the boys’ views of reading as feminine, which seems contrary to what might be predicted. Using technology, which is historically a masculine activity, had the effect of decreasing feminized views only if the researcher was male. Given the well-documented achievement gap in reading scores between males and females, this study gives some direction as to how to best close the gap. Because adolescent males are reluctant to participate in feminine activities, given their increased development of sexual identity, the method through which learning takes place should capture their interest and not threaten the development of their sense of self. This study supports the idea that both male teachers and varied media should be utilized in order to spark their interest and get them involved in the learning process. The multiple intelligences approach to learning also gives weight to a varied approach to teaching media and males may be more likely to respond to certain types of learning styles.
In this study, the tradition book-based literacy programs, when taught by a male instructor, had the effect of increasing a feminized view of reading in males. This seems counter to casual prediction and may represent a reaction to the personality of the male instructor or it may reflect the ideas already ingrained into the males; the presence of a male instructor engaging in “feminine” behavior, because it runs counter to the ingrained stereotype, may be a backlash against the book-based program in congruence with preconceived ideas of what activities males engage in. Contrary to this, the use of technology, because it is in line with societal views ingrained into the males, serves to back up this belief due to the same reasoning. Technology and its effect upon literacy should be investigated further, particularly in relation to the achievement gap between the sexes.
In this study, the tradition book-based literacy programs, when taught by a male instructor, had the effect of increasing a feminized view of reading in males. This seems counter to casual prediction and may represent a reaction to the personality of the male instructor or it may reflect the ideas already ingrained into the males; the presence of a male instructor engaging in “feminine” behavior, because it runs counter to the ingrained stereotype, may be a backlash against the book-based program in congruence with preconceived ideas of what activities males engage in. Contrary to this, the use of technology, because it is in line with societal views ingrained into the males, serves to back up this belief due to the same reasoning. Technology and its effect upon literacy should be investigated further, particularly in relation to the achievement gap between the sexes.
