ABSTRACT
This chapter examines two primary facets of teacher perception of gender in the school. The first is the extent to which teachers and administrators at FDMS thought gender identity mattered in their relationship with their students. The second is the gender essentialism that emerged in teachers’ discussion of the students and their behavior. This chapter includes research findings examining how teachers and administrators perceive race, gender and gender relations in the school. This includes their own relationships with students. This chapter focuses on both the bias teachers exhibit in their tolerance of the way students relate to one another as well as the actions and inactions that reveal teachers’ complicity in the boys’ gender dominance in the school.
