Teacher Beliefs in Sex-Specific Neuromyths and Gender-Specific Instructional Strategies: Prevalence, Predictors, and Implications
Date of Award
Open Access Dissertation
Neuromyths are misconceptions or overgeneralizations about brain research and its relevance to education. A number of recent studies have demonstrated that teachers endorse neuromyths at high rates, but none have examined neuromyths related to sex-specific learning differences. This study is the first to create and utilize a neuromyth inventory designed to measure misconceptions about sex learning differences. The overarching goal of the study was to determine the prevalence and predictors of both sex-specific neuromyths and gender-specific instructional strategies. The study was conducted in three large South Carolina school districts that offered single-gender classes at some point between 2007–2016. An electronic survey was administered to collect demographic and experience data and to measure neuromyth and gender-specific instructional strategy endorsement. The study was conducted in two phases that included a pilot study to provide validity evidence for the inventory and a final study to address the research goals. Result from 190 teacher survey respondents suggest that the teachers endorse both sex-specific learning neuromyths and gender-specific instructional strategies. The most commonly endorsed neuromyths were related to learning and learning styles, a finding which is consistent with previous studies examining general neuromyths.
Schwallier, M.(2020). Teacher Beliefs in Sex-Specific Neuromyths and Gender-Specific Instructional Strategies: Prevalence, Predictors, and Implications. (Doctoral dissertation). Retrieved from https://scholarcommons.sc.edu/etd/6026