Gender ‘matters’ in the primary classroom: Pupils' and teachers' perspectives

British Educational Research Journal - Tập 35 Số 2 - Trang 187-204 - 2009
Christine Skelton1, Bruce Carrington2, Becky Francis1, Michael G. Hutchings3, Barbara Read3, Ian Hall4
1Roehampton University, UK
2University of Glasgow UK
3London Metropolitan University, UK
4University of Newcastle, UK

Tóm tắt

A recent project involving Year 3 (seven–eight year‐old) pupils and their teachers revealed that ‘gender matters’ differently to boys and girls, and teachers. The study sought to elicit whether pupils and their teachers felt the gender of a teacher mattered to their experiences of schooling. Pupils were concerned about how effective teachers were in carrying out their professional functions and a teacher's gender was subsumed within this. For these pupils, ‘gender mattered’ in terms of the construction of their own gender identities. In contrast, teachers were aware of and attentive to the gender of pupils in managing and organising classroom interactions. The variety of differing views expressed and positions adopted towards the place of gender in teacher–pupil interactions demonstrates the complexity of developing ‘one size fits all’ approaches to tackling gender equity in the classroom.

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British Educational Research Journal

Tập 35 Số 2

187-204

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