Does the PSD specialist's gender affect the self-disclosure of male students during PSD lessons?

Abstract

This research set out to study the effect of the PSD teacher's gender on the self-disclosure of male students during PSD lessons. The literature reviewed throughout this study focused on PSD as a subject, on its methodology, on different theoretical expositions of gender, and on self-disclosure in relation to gender. To evaluate the influence of the teacher's gender on students' self-disclosure, twelve observations of PSD lessons were carried out, six of which were facilitated by female teachers, and the other six facilitated by male teachers. Additionally, semi-structured interviews were conducted with two female PSD teachers, two male PSD teachers, three male students being taught by female PSD teachers, and three male students being taught by male PSD teachers. The results were duly analysed according to their specific theme, and the findings were discussed accordingly. It appears that most male students are not affected by their teacher's gender in the way they participate, discuss and self-disclose during PSD lessons. The conclusions to the data obtained in this study show that most male students seem to be more affected by the group dynamics in the classroom, the relationship with their teacher and by the teacher's personality rather than by the gender.