Teachers’ perceptions of gender and academic achievement: Gender Stereotypes among teachers in single-gender schools in Kazakhstan

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dc.contributor.authorKalilayeva, Shakhrizada
dc.date.accessioned2020-08-20T16:06:27Z
dc.date.available2020-08-20T16:06:27Z
dc.date.issued2020
dc.description.abstractSingle-gender education is considered to have a positive impact on student achievement and is an alternative form of education to co-educational settings. In Kazakhstan, single-gender education is well established with schools such as “Bilim-Innovation” lyceums and provides full engagement of both genders in all curriculum subjects. However, for some time, the research has attempted to address common myths concerning gender-related stereotypes and the academic achievement of boys and girls in certain subjects. These common myths still persist today and may influence the practices of teachers and how they perceive the academic potential of their students. The present study examined attitudes of ten single-gender school teachers in Kazakhstan towards single-gender education and their beliefs about how they feel gender may affect students’ academic achievements in single-gender schools .....en_US
dc.identifier.urihttp://nur.nu.edu.kz/handle/123456789/4917
dc.language.isoenen_US
dc.publisherNazarbayev University Graduate School of Educationen_US
dc.rightsAttribution-NonCommercial-ShareAlike 3.0 United States*
dc.rights.urihttp://creativecommons.org/licenses/by-nc-sa/3.0/us/*
dc.subjectsingle-gender educationen_US
dc.subjectsingle-sex schoolsen_US
dc.subjectsingle-gender schoolsen_US
dc.subjectteachersen_US
dc.subjectstereotypesen_US
dc.subjectacademic achievementen_US
dc.titleTeachers’ perceptions of gender and academic achievement: Gender Stereotypes among teachers in single-gender schools in Kazakhstanen_US
dc.typeMaster's thesisen_US
workflow.import.sourcescience

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