European Journal of Psychology of Education

, Volume 6, Issue 4, pp 423-435

First online:

Perceived masculinity, feminity and androgyny among primary school boys: Relationships with the adaptation level of these students and the attitudes of the teachers towards them

  • Christiane PichéAffiliated withEcole de psychologie, Pavillon Félix-Antoine-Savard, Université Laval
  • , Chantal PlanteAffiliated withEcole de psychologie, Pavillon Félix-Antoine-Savard, Université Laval

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The literature suggests that in school setting, particularly in the primary grades, the boy well-adapted and being the object of a positive attitude from the teacher, is the one displaying expressive or femininetype behaviors. To verify the existence of this relationship, three instruments were administered to 38 teachers who evaluated 181 boys aged between six and seven years-old. The results indicate that boys perceived as being masculine are evaluated as being more aggressive than boys perceived as feminine, whereas boys perceived as being feminine obtain higher scores on the anxiety and prosocial scales. Boys classified as androgynous and feminine and evaluated as prosocial are the object of more positive attitudes from the teachers’ part whereas the opposite is true for masculine and externalizing boys. These results support, to a certain extent, the existence of a conflict between the masculine sexrole and the student role, at least such as defined by certain school settings.

Key words

Sex role School adaptation Teacher attitudes