ABSTRACT
An empirical study was performed during the spring quarters of 1974, 1976, and 1978 at a large college in the Midwest to test the impact of sex-role combinations on evaluation of students' field placement experiences. The findings imply that same sex-role combinations are more positive generally than unlike combinations.
The purpose of this study was to determine whether sex-role combinations of female student and male instructor in field instruction affect or influence student-instructor relationships and performance in field instruction. If so, what are the relative implications for social work practice? An ongoing issue in social work education is the quality of the field placement experience. One of the primary factors in the field instruction component is the teaching ability of the field instructor. A second factor of great importance is the relationship between the field instructor and the student. A basic assumption is that learning cannot occur if there are impediments to this relationship.
