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<p>The aim of this research was to replicate and extend prior research on gender effects in teachers’ reactions to social exclusion among students. Prior research has recurrently shown that whereas teachers generally evaluate exclusion as reprehensible, female teachers reject social exclusion even more strongly than male teachers. To date, there are no studies examining explanations for these gender differences in teachers’ reactions to social exclusion.</p><p>We hypothesize that this gender effect is mediated by the teachers’ level of communal character traits. Based on gender-specific socialization, and according to Bakan’s (<CitationRef CitationID="CR4">1966</CitationRef>) theory of the two basic dimensions of human existence, women have a&#xa0;higher level in communion, which refers to striving for participation, cooperation, and bonding, and thus focusing on the well-being of the community. In line with this, we assume that teachers’ level of communion mediates the link between teacher gender and the rejection of social exclusion.</p><p>Using a&#xa0;hypothetical exclusion scenario, 214 teachers from different school tracks (M<sub>age</sub> = 37.15, <i>SD</i> = 10.33, range: 23–64, 154 females, 60&#xa0;males) were examined in their role as observers of exclusion among students. Teachers’ evaluations of the exclusion behavior in the scenario were assessed. Analyses demonstrate in line with prior research that teachers generally rejected exclusion, whereby female teachers rejected exclusion even more strongly. Further, as expected, this gender effect was completely mediated by the extent of the teachers’ communion. That is, with the level of communion, we present an explanation for the gender differences in teachers’ evaluations of social exclusion.</p>

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Explaining gender effects in teachers’ evaluation of exclusion among students: The role of communion

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2025年9月2日

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  • Hanna Beißert,
  • Miriam Staat,
  • Benedict C. O. F. Fehringer,
  • Hanna Weiß,
  • Meike Bonefeld

摘要

The aim of this research was to replicate and extend prior research on gender effects in teachers’ reactions to social exclusion among students. Prior research has recurrently shown that whereas teachers generally evaluate exclusion as reprehensible, female teachers reject social exclusion even more strongly than male teachers. To date, there are no studies examining explanations for these gender differences in teachers’ reactions to social exclusion.

We hypothesize that this gender effect is mediated by the teachers’ level of communal character traits. Based on gender-specific socialization, and according to Bakan’s (1966) theory of the two basic dimensions of human existence, women have a higher level in communion, which refers to striving for participation, cooperation, and bonding, and thus focusing on the well-being of the community. In line with this, we assume that teachers’ level of communion mediates the link between teacher gender and the rejection of social exclusion.

Using a hypothetical exclusion scenario, 214 teachers from different school tracks (Mage = 37.15, SD = 10.33, range: 23–64, 154 females, 60 males) were examined in their role as observers of exclusion among students. Teachers’ evaluations of the exclusion behavior in the scenario were assessed. Analyses demonstrate in line with prior research that teachers generally rejected exclusion, whereby female teachers rejected exclusion even more strongly. Further, as expected, this gender effect was completely mediated by the extent of the teachers’ communion. That is, with the level of communion, we present an explanation for the gender differences in teachers’ evaluations of social exclusion.