Female Teachers' Classroom Interactions with Boys and Girls as Predictors of Their Self-Definition of Sex-Role Type

44 female teachers in Grades 7 and 8 were observed by two observers for 6 separate 20-min. periods, from which 2 measures of teachers' interaction were derived, proportion of approval to total behavior in interactions with boys and proportion of approval to total behaviors with girls. Teachers then completed the Bem Sex-role Inventory and 11 teachers each were categorized as Androgynous (+,+), Masculine (+, −), Feminine (−, +), and Undifferentiated (−, −) by a median-split procedure. The two measures of classroom behavior were then used as predictor variables in a discriminant analysis to predict sex-role type. Of 44, 23 or 53% were correctly classified, 17 of whom were self-defined as “Masculine” or “Feminine.”