TeacherBG3

Background Demographics

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Date of Birth (MM/DD/YYYY) *

Choose One *

Male Female

Are you Hispanic or Latino? *

Yes No

Which of the following would you describe yourself as? Select all that apply. *

If you marked "other" for this item, describe here: *

What is your highest educational degree? *

Bachelors of Arts or Science Masters degree Doctoral degree Other

If you marked "other" for education, describe here: *

Number of years of full-time teaching? *

School I currently teach at: (i.e., Maple Avenue Elementary)? *

If you marked "other" for teaching position, describe here: *

Classroom Behavior Scale

Decide whether each of these classroom behaviors frequently assessed by elementary school teachers reminds you of boys or girls. There are no right or wrong answers. Respond quickly as your first response to each item generally reflects your honest opinion or attitude.
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Human Attribution Scale

Decide whether you agree or disagree with the following characteristics and behaviors commonly seen in adults. Work quickly as your first reaction to each item most likely reflects your honest opinion.
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1. Because men have a dominant left brain, they have historically held the majority of jobs in STEM fields (science, engineering, math, etc.) that require excellent visual-spatial skills. *

2. People can sometimes behave in ways that seem ambiguous, but the central aspects of their behavior are easily identified as either masculine or feminine. *

3. Men provide financially for their families in most societies because gender discrimination and cultural expectations limit opportunities for women. *

4. Men tend to be more decisive and women more submissive, traits largely determined by genetic factors. *

5. It is possible to guess that someone you hear about is a woman simply by knowing which activities she chooses to do when socializing with friends or relaxing on weekends. *

6. Women and men typically choose college majors and make career decisions based on activities that they find enjoyable, rewarding, or personally meaningful rather than on what most men or women choose. *

7. There are no underlying brain distinctions that account for differences in how well men and women understand verbal material, remember conversations, read maps, or solve analytical problems. *

8. Sex differences in fine motor skills, learning styles, and the use of logical or intuition are hard-wired in the human brain. *

9. As little girls, most women played with toy dishes rather than toy trucks, and they dressed up like fairy tale princesses rather than combat soldiers, because these behaviors were shaped by the world they grew up in. *

10. Men commit the majority of violent crimes in this country because their role models are typically aggressive and violent. *

11. Women prefer jobs working with people rather than things because women evolved to nurture children and families. *

12. Some measurable sex differences in adult brain functioning are due to different childhood experiences including the type and frequency of video games played. *

CLASSROOM ASSESSMENT SCALE

Read the following descriptions of elementary school boys based on teacher evaluations of their classroom behavior. Each description is followed by a statement that you need to agree or disagree with based on the description provided.
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1. The teacher selected the following behaviors for this boy: he comes prepared for daily activities and is interested in schoolwork. This child will have difficulty with the curriculum. *

2. The teacher's assessment of this boy was that he has poor concentration or attention span, and that he makes careless mistakes because of rushing though his work. This child will excel on standardized achievement tests. *

3. Teacher-defined attributes for this boy include that he is polite and courteous, and that he often helps his peers and teachers. These behaviors will foster learning rather than interfere with it. *

4. This boy's evaluation includes his being unfriendly and as rarely sharing with others. This child will be popular among his peers. *

5. The teacher's description of this boy includes his talking out of turn and disturbing others while they are working. These behaviors will require substantial discipline from the teacher. *

6. The teacher judged this boy as often helping peers and teachers, and as coming prepared for daily activities. This child's future academic skills will be poor. *

7. This boy was described as not using self-control and as talking out of turn. This child will have difficulty with the curriculum. *

8. In the teacher's judgment, this boy functions well even with distractions and he is affectionate toward others. This child will excel on standardized achievement tests. *

9. In his evaluation, this boy was described as getting into arguments or fights with other children and as being very competitive. This child will be popular among his peers. *

10. In the teacher's judgment, this boy pays attention to what he is doing and plans ahead what to do before acting. These behaviors will foster learning rather than interfere with it. *

11. Traits selected for this boy by his teacher include that he works neatly and carefully and that he is well behaved in school. This child's future academic skills will be poor. *

12. Classroom behaviors listed for this boy include his failing to complete assignments unless the teacher is watching and that he is impulsive. This child will have difficulty with the curriculum. *

13. The teacher evaluated this boy as being very competitive and as being easily distracted from his work or responsibilities. These behaviors will foster learning rather than interfere with it. *

14. Traits selected for this boy by his teacher include that he plans ahead what to do before acting and functions well even with distractions. This child will be popular among his peers. *

15. According to his teacher, this boy fails to complete assignments unless the teacher is watching and he is disruptive in class. This child's future academic skills will be poor. *

16. When assessed by the teacher, this boy was seen as resolving problems with peers on his own and as knowing his strengths and weaknesses. These behaviors will require substantial discipline from the teacher. *

17. Behaviors described for this boy include that he expresses his needs and feelings appropriately, and that he is interested in schoolwork. This child will excel on standardized achievement tests. *

18. Classroom behaviors listed for this boy include disturbing others while they are working and making careless mistakes because of rushing through his work. These behaviors will foster learning rather than interfere with it. *

19. The teacher evaluated this boy as being fidgety and having difficulty sitting still, and as having difficulty following directions. This child will have difficulty with the curriculum. *

20. This boy's evaluation includes his constantly needing the teacher's attention and as failing to follow classroom rules. These behaviors will require substantial discipline from the teacher. *

21. The behavioral evaluation for this boy includes that he makes good use of independent time and that he is well organized. This child's future academic skills will be poor. *

22. Teacher-defined attributes for this boy include that he is well organized and that he pays attention to what he is doing. This child will have difficulty with the curriculum. *

23. The behavioral evaluation for this boy includes that he is well behaved in school and that he expresses his needs and feeling appropriately. These behaviors will foster learning rather than interfere with it. *

24. In his evaluation, this boy was described as being impulsive and as getting into arguments or fights with other children. This child's future academic skills will be poor. *

25. The teacher's description of this boy includes his not using self-control and as being easily distracted from his work or responsibilities. This child will excel on standardized achievement tests. *

26. Behaviors described for this boy include that he is polite and courteous, and that he carries out requests and directions responsibly. This child will have difficulty with the curriculum. *

27. The teacher's assessment of this boy was that he is fidgety and has difficulty sitting still, and that he has trouble keeping promises to improve his behavior. This child's future academic skills will be poor. *

28. The teacher judged this boy as carrying out requests and directions responsibly and as working neatly and carefully. This child will excel on standardized achievement tests. *

29. When assessed by the teacher, this boy was seen as making friends easily and as being a happy child. This child will be popular among his peers. *

30. According to his teacher, this boy has trouble keeping promises to improve his behavior and has poor concentration or attention span. These behaviors will foster learning rather than interfere with it. *

31. The teacher selected the following behaviors for this boy: he is affectionate toward other children and makes good use of independent time. These behaviors will require substantial discipline from the teacher. *

32. This boy was described as being disruptive in class and as having difficulty following directions. This child will excel on standardized achievement tests. *

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