Teachers Prefer Extraverted Students? Says Who?

In her TED talk and her book, Susan Cain claims that, according to research, “the vast majority of teachers reports believing that the ideal student is an extrovert as opposed to an introvert.” (The two quotes differ slightly but have the same gist.) I found this dubious, so I looked for the source. In the notes to Quiet, she provides the following citation:

Charles Meisgeier et al., “Implications and Applications of Psychological Type to Educational Reform and Renewal,” Proceedings of the First Biennial International Conference on Education of the Center for Applications of Psychological Type (Gainesville, FL: Center for Applications of Psychological Type, 1994), 263-271.

I hunted for it online and found it (not through a Google search but through a search of the catalog of the Isabel Briggs Myers Memorial Library. Here’s Meisgeier’s description of the study in question (on p. 267):

A study in which 91 teacher interns (teachers) were asked to identify  their ‘ideal child’ type using the Murphy Meisgeier Type Indicator for Children (MMTIC) and the Myers Briggs Type Indicator (MBTI) produced many interesting results. After taking the MBTI to identify their own type, teachers took the MMTIC choosing each response as they thought their ‘ideal child’ would choose – that is, the  ‘ideal child’ they would or do like to teach.

On the E/I scale, there was no relation between self type and the ‘ideal child’ type. That is, teachers who were E did not define the E child as ideal significantly more often than teachers who were I. In fact, 71% of the teachers who were I described an extravert as the ‘ideal child’ type as compared to 80% of the E teachers. Only 15.5% of the I’s selected the I type of child as the ‘ideal child’. Overall, 76% of the teachers chose E as the child type  which differs  significantly  from  a  50-50  split  (chi-square  (1)  = 23.3; p  < .01).

The paper goes on to discuss the results on the S/N, T/F, and J/P scales. After summarizing the results, the authors comment: “The very idea that a teacher carries an unconscious ‘picture’ of an ideal child into the classroom suggests that there would have to be children present who were perceived as less than ideal. Where that is the case, all of the learning that takes place in that classroom will not be academic for it seems highly likely that each child also will learn how he or she is viewed by the teacher.”

Whoa… But the study required teachers to indicate personality type preferences! It doesn’t seem quite right to assess teachers’ personality preferences and then bemoan the preferences’ existence. In addition, nowhere does the description address the following questions:

  1. How were these 91 teachers selected?
  2. To what extent did they represent the span of grade levels and subjects?
  3. What were the questions, and what were the options in the responses? (I tried to access the MMTIC Instrument, but its web page states that “The MMTIC instrument and reports are available for use only by adults who are 21 years of age or older, have a four-year degree from an accredited college or university … and have successfully completed the MMTIC® Certification Program.” The last criterion excludes me!)
  4. To what extent did the responses fall somewhere in the middle (with teachers indicating a preference for a mixture of traits)?
  5. Were the questions framed in a classroom context? For instance, was “extraversion” associated with speaking up in class discussion? (That could be highly misleading; many students with tendencies toward introversion might speak up in a class that interests them.)

All of this merits inquiry. From a vague study of 91 teachers–described by the very creator of the Murphy Meisgeier Type Indicator for Children–we can draw no conclusions about teachers’ preferences.

It may well be that teachers in some settings show a preference for certain aspects of extraversion. But what kind of preference is this? Is it preference for an type of person, or for a certain quality of class participation?  To what extent does this preference depend on context–of subject matter, topic, lesson, and situation?

Granted, many students have been judged negatively by teachers. Some (not all) of my elementary and middle school teachers judged me for my social ineptitude at the time. In high school, things changed; because of the increased intellectual focus, I was in my element, and the teachers recognized and appreciated this. Teachers’ judgments make a mark, but they may have more to do with the exigencies of the lesson than with anyone’s personality type.

If, instead of treating limited research findings as fact, Cain and others looked into questions and persisted with uncertainties, we could have interesting discussion. Semi-intellectual discussion seizes quick answers like real estate. That’s part of the problem with TED: its emphasis on quick answers. I will say more about that soon.

Update: I finally posted a review of Cain’s Quiet on Amazon.

I made a few changes to the last paragraph long after posting this piece.

  • “To know that you can do better next time, unrecognizably better, and that there is no next time, and that it is a blessing there is not, there is a thought to be going on with.”

    —Samuel Beckett, Malone Dies

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  • ABOUT THE AUTHOR

     

    Diana Senechal is the author of Republic of Noise: The Loss of Solitude in Schools and Culture and the 2011 winner of the Hiett Prize in the Humanities, awarded by the Dallas Institute of Humanities and Culture. Her second book, Mind over Memes: Passive Listening, Toxic Talk, and Other Modern Language Follies, was published by Rowman & Littlefield in October 2018. In February 2022, Deep Vellum will publish her translation of Gyula Jenei's 2018 poetry collection Mindig Más.

    Since November 2017, she has been teaching English, American civilization, and British civilization at the Varga Katalin Gimnázium in Szolnok, Hungary. From 2011 to 2016, she helped shape and teach the philosophy program at Columbia Secondary School for Math, Science & Engineering in New York City. In 2014, she and her students founded the philosophy journal CONTRARIWISE, which now has international participation and readership. In 2020, at the Varga Katalin Gimnázium, she and her students released the first issue of the online literary journal Folyosó.

  • INTERVIEWS AND TALKS

    On April 26, 2016, Diana Senechal delivered her talk "Take Away the Takeaway (Including This One)" at TEDx Upper West Side.
     

    Here is a video from the Dallas Institute's 2015 Education Forum.  Also see the video "Hiett Prize Winners Discuss the Future of the Humanities." 

    On April 19–21, 2014, Diana Senechal took part in a discussion of solitude on BBC World Service's programme The Forum.  

    On February 22, 2013, Diana Senechal was interviewed by Leah Wescott, editor-in-chief of The Cronk of Higher Education. Here is the podcast.

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    All blog contents are copyright © Diana Senechal. Anything on this blog may be quoted with proper attribution. Comments are welcome.

    On this blog, Take Away the Takeaway, I discuss literature, music, education, and other things. Some of the pieces are satirical and assigned (for clarity) to the satire category.

    When I revise a piece substantially after posting it, I note this at the end. Minor corrections (e.g., of punctuation and spelling) may go unannounced.

    Speaking of imperfection, my other blog, Megfogalmazások, abounds with imperfect Hungarian.

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