The effects of sex and prestige variables, as teacher characteristics : on the acquisition of knowledge by undergraduate nursing students

Abstract

The purpose of this investigation was to examine the effects of two teacher characteristics, sex and prestige, on the acquisition of knowledge and on the attitudes of students in a baccalaureate nursing program. It has been suggested that the characteristics a teacher, as model, possesses will influence the modeling process and that modeling is an effective means by which new modes of behavior are acquired (Bandura, 1969a). The characteristic of prestige investigated in this study was in terms of the teacher's possession of academic credentials, clinical nursing and teaching experience, as well as professional activities of research, publication and organizational membership. There were three levels of prestige designated as high, medium, and low. Further investigation was conducted to determine if students' attitudes toward women would yield additional findings regarding the modeling process. The study was an attempt to provide empirical information upon which decisions could be made regarding the conduct of nursing education. Students consisted of 59 females and 31 males pursuing baccalaureate degrees in nursing. All students were from The University of Texas System School of Nursing, the Fort Worth and San Antonio campuses. The students were randomly assigned to six experimental conditions. These experimental conditions consisted of a male model teacher designated as having achievements indicative of high prestige, medium prestige or low prestige. A female model teacher was also designated as having the same achievements indicative of high prestige, medium prestige or low prestige. The students in any one experimental condition viewed one of six, 17 minutes, voice-over slide series that depicted one of the six combinations of teacher sex and prestige. The teacher in the slide series presented content relevant to nursing..