Gender differences in teacher‐student interactions in science classrooms
Tóm tắt
Thirty physical science and 30 chemistry classes, which contained a total of 1332 students, were observed using the Brophy‐Good Teacher‐Child Dyadic Interaction System. Classroom interactions were examined for gender differences that may contribute to the underrepresentation of women in physics and engineering courses and subsequent careers. The Brophy‐Good coding process allows for examination of patterns of interactions for individuals and groups of pupils. An analysis of variance of the data yielded a significant main effect for teacher praise, call outs, procedural questions, and behavioral warnings based on the sex of the student and a significant teacher‐sex main effect for direct questions. Significant two‐way interactions were found for the behavioral warning variable for teacher sex and subject by student sex. Female teachers warned male students significantly more than female students. Male teachers warned both genders with similar frequency. Male students also received significantly more behavioral warnings in physical science classes than female students. In chemistry classes, both male and female students received approximately the same number of behavioral warnings.
Từ khóa
Tài liệu tham khảo
Brophy J., 1969, Teacher‐Child Dyadic Interaction: A Manual for Coding Classroom Behavior
Curran L., 1980, Alice Through The Microscope
Kahle J. B., 1985, Women in science: A report from the field
Karp D., 1976, The college classroom: Some observations on the meanings of student participation, Sociology and Social Research, 60, 421
Keys W., 1976, A comparison of the pattern of science subject choices for boys and girls in light of pupils own expressed subject preferences, School Science Review, 58, 348
National Science Foundation, 1986, Women and minorities in science and engineering
Sadker M., 1986, Sexism in the classroom: From grade school to graduate school, Phi Delta Kappan, 67, 512
Sells L. W., 1978, Mathematics—a critical filter, The Science Teacher, 45, 28
Sikes J. N., 1971, Differential behavior of male and female teachers with male and female students, Dissertation Abstracts International, 217
Stanworth M., 1983, Gender and schooling: A study of sexual divisions in the classroom