Aspiring parents' and teachers' academic beliefs about young children

This study is an attempt to determine whether (a) the gender of a young child would elicit differential academic beliefs from individuals who aspire to become parents and teachers; and (b) male and female individuals who aspire to become parents and teachers have differential academic beliefs about young children. Data from 108 university students who intended to become parents and teachers showed that the gender of a young child elicited differential academic beliefs, and that male and female aspiring parents and teachers tended to have different academic beliefs about young children. The findings are discussed in terms of the relationship between stereotyped socialization practices and differential achievement between the two genders. Implications of the findings for education are noted.An earlier version of this paper was presented at the annual meeting of the Midwestern Educational Research Association in Chicago, Illinois, October 1988. The helpful comments of a review editor are most gratefully acknowledged.