Abstract
An observational study investigated the effects of gender of teacher, gender of student, and classroom subject (mathematics vs. English literature/language) on teacher–student interactions. A total of 597 high school students (294 males and 303 females) and 36 teachers (28 males and 8 females) were observed in either 18 mathematics classes or 18 literature/language classes. Students and teachers were predominately Caucasian, with the majority of students from a lower- or middle-class background. Observations were coded using the interactions for sex equity in classroom teaching (INTERSECT) observational instrument. It was found that female mathematics teachers, male literature/language teachers, and female literature/language teachers tended to interact somewhat more with male students than with female students. This tendency was not the result of male students having initiated more direct verbal interactions with teachers.
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Duffy, J., Warren, K. & Walsh, M. Classroom Interactions: Gender of Teacher, Gender of Student, and Classroom Subject. Sex Roles 45, 579–593 (2001). https://doi.org/10.1023/A:1014892408105
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DOI: https://doi.org/10.1023/A:1014892408105