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Abstract
Teachers' perceptions of girls' and boys' behaviors were considered in light of school-wide patterns of referring students for special educational services according to student sex. Four teachers in an elementary school indicated their perceptions of various behaviors of 44 primary-grade girls and boys (K-3) randomly selected from their classrooms. Teachers' perceptions were reflected in their responses to the Teacher Reoort Form (TRF) (Achenbach & Edelbrock, 1986). Internality and externality raw scores were submitted to a series of Analyses of Variance (ANOVA) which revealed no main effect for sex (F = 1.025(1.45), p > .01; F =1.733(1.45), p > .01). In this setting, absence of a main effect was notable since boys were referred for special education services far more frequently than girls (3:1) and a relationship with teacher's perceptions of behaviors by gender was expected. ANOVA applied for each grade reflected these unexpected similarities in teachers' perceptions of girls and boys.