Zum Einfluss von mono- und koedukativem Unterricht im Sportunterricht auf das spontane geschlechtsspezifische Selbstwissen.

Tietjens M, Hagemann N, Stracke S

Abstract

This quasi-experimental study was designed to examine the impact of single-sex and mixed-sex instruction and playing gender-typed sports (masculine vs. feminine vs. neutral) on the spontaneous gender-specific self-perception of students (M-age = 13.85, SD = 1.02). It is a replication of two experiments by Hannover (1997b) and Kessels (2002; Kessels & Hannover, 2008) in a sport-related setting. A pretest was used to select three sports that differ in terms of gender typing (typically masculine = soccer; typically feminine = dancing; neutral = a basic form of baseball known as Brennball). First, one gender-typed sport was introduced to each of six single-sex and six mixed-sex school classes (N = 264 students). Then, during a regular lesson, the students had to perform a reaction-time experiment on a computer in which they had to decide as quickly as possible whether a personal characteristic applied to them or not. These personal characteristics were taken from the "Skala zur Erfassung des geschlechtsbezogenen Selbstkonzepts" (a scale assessing gender-related concept by Altstotter-Gleich, 2004). Results showed that gender-scheme-congruent contexts had a stronger impact on the activation of gender-related self-perception than gender-scheme-incongruent contexts, e.g., soccer for boys and not for girls. Single-sex and mixed-sex classes didn't have an impact on the activation of gender-related self-perception. It is concluded that the selection of sports for physical education in schools should take gender typing into account in order to (1) counter gender typing, and (2) enable students to gain access to gender-scheme-incongruent self-perceptions.