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• Gender Differences Among Teacher Education Students in Light of a Pilot Study

  80-93.

  Enikő Gál

  Views:

  70

  This paper aims to present the measurement tool designed to examine gender differences among teacher education students and the results obtained during the research. The theoretical section of the paper describes teachers’ and parents’ influence on children’s gender role attitudes, gender socialization and career orientation. To prepare the questionnaire, we analyzed the Hungarian and international literature and built on the results of our previous qualitative research. We grouped our questions into three dimensions: (1) gender socialization in the family, (2) parental involvement, (3) gender socialization at school and career orientation. According to our results, gender-neutral toys were more often chosen by male students’ parents, and mothers were more involved in their children’s school activities than fathers, setting higher expectations as well. Teachers and parents, especially mothers, played an important role in students’ career choice. In addition, students perceived that teachers handled them differently depending on their gender in terms of the evaluation of their academic progress and behavior as well as the frequency of compliments and punishment.

• Types of Fathers’ Home-based and School-based Involvement in a Hungarian Interview Study

  95-103

  Zsolt Csák

  Views:

  96

  This study explores the ways that Hungarian fathers are involved, at home and at school, in their children’s
  development and achievement. It also identifies the types of fathers that emerge based on this involvement.
  According to the literature, paternal involvement at home and at school contributes to academic achievement,
  similar to the involvement of mothers, but to a lesser extent and in different ways. The theoretical framework of
  the research relies on the types of parental involvement as defined by Epstein. The research was qualitative,
  based on 14 semi-structured interviews and the classification of fathers, resulting in three groups of similar size.
  The first group comprised fathers who contributed to their child’s achievement at home, often by helping with
  school-related activities, while not participating in school events. The second group included fathers who were
  involved at home and at school alike. Finally, the third group consisted of four divorced fathers, three of whom
  were involved both at home and at school, due to their particular situation. Overall, fathers’ school-based
  involvement can be increased by the supportive attitude of wives, fathers’ greater confidence in themselves and
  their abilities, and by informal events organized by schools (cooking or sports days), in which fathers are more
  likely to participate.