| Abstract: | Using an analogue case study format, sex bias in clinical judgment among school psychologists was examined. The sex of an adolescent student was varied in the case studies, and two types of problems were presented in this 2 × 2 (sex of student by problem type) design. School psychologists were asked to read a case study and answer a series of questions relating to the extent of perceived disturbance and the importance of intervention. The main finding of the study was that it was rated as more important to intervene when the case study subject was a male, but there were no sex differences on the disturbance rating. Research and practical implications are discussed. |
