{'fraction_non_alphanumeric': 0.012466607301869992, 'fraction_numerical': 0.0, 'mean_word_length': 5.422857142857143, 'pattern_counts': {'":': 0, '<': 0, '<?xml version=': 0, '>': 0, 'https://': 0, 'lorem ipsum': 0, 'www.': 0, 'xml': 0}, 'pii_count': 0, 'substrings_counts': 0, 'word_list_counts': {'cursed_substrings.json': 0, 'profanity_word_list.json': 0, 'sexual_word_list.json': 0, 'zh_pornsignals.json': 0}}
An exploration of the differences in prekindergarten, kindergarten, and first grade teachers' beliefs related to discipline when dealing with male and female students

Teachers play a significant role in the socialization of children. One of the responsibilities involved with teaching is disciplining, an area where teachers teach their male and female students in accord with their beliefs and expectations as to which behaviors are appropriate in which situations. In this study, teachers' beliefs about the use of appropriate discipline philosophies for the misbehaviors of male and female students were explored. Participants were one hundred and thirty teachers employed in public schools located in a mid‐sized southeastern city in the US. Teachers were found to have different beliefs with regard to the use of discipline philosophies for the misbehaviors of male and female students. The most significant implication of this study was that teacher training and education programs need to be re‐evaluated and geared at raising awareness toward gender issues and thus creating equal opportunities for boys and girls.