Kadın Öğretmenlerin Deneyimlediği Cinsiyetçi Mikro Saldırganlık Davranışları
Özet
The primary objective of this study is to examine the views of female teachers regarding the gender microaggression behaviors they experience within the school environment. The study first aims to identify the structure and components of gender microaggression behaviors based on the experiences of female teachers and then to explore their prevalence in schools, as well as variations across certain variables. To achieve this, an exploratory sequential design using mixed-method approaches was employed. In the qualitative dimension of the study, a phenomenological design was applied. Data were collected through semi-structured interviews conducted with 17 female teachers, selected using purposive stratified sampling, and were analyzed via content analysis. Based on the qualitative findings, a scale was developed for the quantitative part of the study, which aimed to compare the frequency of gender microaggression behaviors experienced by female teachers and examine these behaviors in relation to specific variables. The scale was administered to a random sample of female teachers working in public schools in Kayseri during the 2021-2022 academic year. A total of 904 teachers participated in the quantitative phase of the study. The data were analyzed using SPSS 24, employing descriptive statistics, difference analysis, and correlation analysis. The results of the study, both qualitative and quantitative, yielded different yet complementary findings. The sexist microaggression behaviors experienced by female teachers in the study are generally sexual objectification, attributing traditional roles to women, inadequacy and humiliation. These behaviors experienced by female teachers are generally perpetrated by male administrators and male fellow teachers. The gender microaggression behaviors experienced by female teachers in the study are usually in the form of sexual objectification, attributing traditional roles to women, inadequacy and humiliation. The sub-dimensions of the behaviors are attributing beauty, pregnancy/giving birth, not seeing as a teacher, seeing as a mother, expecting altruism, loading chores, career obstacles, being easily punished, giving roles attributed to women, receiving less respect, not seeing as an authority figure, seeing expert knowledge as inadequate, creating a women's area, not seeing as a stable employee, legal leave obstacle and being treated as second-class. The microaggression behaviors that women teachers are exposed to have emotional and behavioral effects on them. Teachers who are exposed to these behaviors feel sad, angry and scared, as well as guilt, shyness, helplessness and insecurity. When the opinions of the teachers were analyzed, it was concluded that as the age level of the teachers increased, their perceptions of sexist microaggression behaviors decreased. According to the school type, it was determined that the perceptions of teachers working in fine arts and sports high schools regarding sexist microaggression behaviors were higher than those working in other high schools. It has been observed that single teachers are more exposed to these behaviors. It has been observed that as teachers' level of education increases, they are exposed to these behaviors more.
