Teachers' Perceptions of and Responses to Sex Equity Problems in a Middle School Physical Education Program

Abstract The purpose of the study was to identify perceptions of and responses to sex equity problems among three teachers at a middle school. Through the use of class observation, informal discussion, and formal interviewing, teacher perceptions and responses were identified and grouped in the following categories: awareness, dissonance, power, commitment, knowledge, action, and effect. Though all three teachers were aware of sex equity problems in their classes, they differed in their sense of power to change inequitable student behavior and in the specific actions they took to address problems. Factors potentially associated with these differences are discussed. These include years teaching, experience teaching single sex classes, participation in equity education programs, the complex nature of interactions in the gym, and negative feelings about the curriculum change process. The importance of sensitivity to these factors in planning staff development programs to improve sex equity in physical education is discussed.