Psychometric Evaluation of the Sex-Role Egalitarianism Scale With Teacher Population in Greece
As a first step towards exploring the promotion of gender equity in the classroom, teachers’ gender stereotypes need to be explored. This study investigates primary and secondary school teachers’ gender stereotypes in Greece using the Sex-Role Egalitarianism Scale (SRES). This is an instrument reported to be both reliable and valid. However, it was normed primarily on a Caucasian population, and there is little research on its psychometric properties with other ethnic groups. The abbreviated version of SRES, SRES BB, was translated in Greek and administered in Greece. The study is at the phase of collecting data. The Cronbach alpha reliability coefficients will be used to assess its reliability and the construct validity will be assessed by an examination of differences between men’s and women’s scores. The findings will be compared with the norming sample. It is anticipated that we will be in a position to investigate whether Greek teachers are ‘very traditional’, ‘moderate egalitarian’ or ‘highly egalitarian’ and explore reasons that may account for their views, such as age, gender, family status and place of residence.
Keywords: gender role attitudes, Sex-Role Egalitarianism Scale, teachers, Greece, reliability, validity
Dr Victoria Pavlou
University of the Aegean
Prof. Chryssi Vitsilakis
Dean, School of Humanities, University of the Aegean