Patriarchal Consciousness: Middle School Students' and Teachers' Perspectives of Motivational Practices

Abstract

Abstract This study investigated middle school students' perspectives of the strategies that teachers used to motivate female and male students in physical education using patriarchal consciousness as a theoretical framework. Data were collected at four urban middle schools in the form of field notes from class observations, and teacher and student interviews. Gender inequity with regard to curricular offerings and teacher and student interactions was evidenced at the four sites in varying proportions. The effects of differential leaching strategies were decreased motivation and the silencing and alienation of female students. A core theme evident across schools was that boys were more motivated in physical education classes than girls. The following continuum of themes reflecting patriarchal consciousness emerged: using activity choices to encourage voluntary segregation, offering equal access to the male domain, assumptions of male superiority/female inferiority, and cultivating conflict. The results of this study suggest that when teachers work to provide a learning environment based upon inherent worth of all students their efforts are reflected in student perspectives. Conversely, when teachers' actions perpetuate a patriarchal view that fosters male dominance, female students are adversely affected.