Abstract
This study suggests that male students of School Q do not necessarily believe that teachers’ gender is the determining factor in effective teaching and nurturing. They valued discipline and tolerance, time management, getting along with others, and handling conflict as important for their holistic development. They felt that the school developed most of these qualities and skills to a satisfactory level, and a significant number associated discipline, time management, honesty, courage, and handling conflict with their male teachers. The findings have implications for how male teachers relate to their male students and for how educators view holistic development of all students, regardless of gender.
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© 2014 Jennifer Yamin-Ali
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Yamin-Ali, J. (2014). Should We Re-Masculinize the Boys School? A Case Study. In: Data-Driven Decision-Making in Schools: Lessons from Trinidad. Palgrave Macmillan, New York. https://doi.org/10.1057/9781137412393_6
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DOI: https://doi.org/10.1057/9781137412393_6
Publisher Name: Palgrave Macmillan, New York
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