Final critic project

Teacher-Student Interaction: Cross- Gender Study

--9659507 Vicky--

Duffy, J., Warren, K., & Walsh, M. (2001). Class room interactions: Gender of Teacher, Gender of Student, and Classroom Subject. Sex Roles, 45.

Journal articles(1)

IntroductionElementary and junior high school teachers interact more with male students

Class subject

Gender of teacher

Gender of student

Type of interaction

Method

INTERSECT observational instrument

Result

Interaction with male students1.Female teachers > Male teachers 2. Female mathematics teachers, male and female literature/language teachers >male mathematic teachers

Types of interactions

Female students: more remediation Male students: more criticism

Praise/Acceptance

Remediation/Criticism

Intellectual/Conduct

Appearance/Other

Males did receive more interactions, especially

acceptance-intellectual, criticism-intellectual

and criticism-conduct interactions

Content of interactionsIntellectual interactions :

Mathematics classes> Literature classes

Conduct interactions :

Literature classes> Mathematics classes

Student initiators of interactions

＊＊ There were no gender differences among students in tThere were no gender differences among students in the rates of responding to questions asked by teachers the rates of responding to questions asked by teachers to the class as a wholeo the class as a whole

Female teacher Male teacher

Math x x

Lit/Lg Male students did initiate more interactions

x

Journal articles(2)Lee, J. (2002). Gender effect on error treatment

in university ESL classrooms Electronic Magazine of Multicultural Education, 4(2).

Hypothesis1.Female students will receive less error

treatments than male students 2.The errors female students make will be treated

in a less explicit manners than male students

MethodsClassroom observation/survey of students/ interview of instructors

Results Students Both male and female students preferred explicit error treatment by expl

anation to recast and repetition

Female participants agree more with explicit oral error treatments and metalinguistic error treatment to recast and repetition than male counterparts

Both male and female students preferred in-class error treatment

Teachers Error treatment was given to male students twice as much as to female

students Male student : more explicit treatments Female students: more clarification requests

Journal articles(3)

Wolfe, P. (1998). Best Supporting Actress: Gender and Language Across Four Secondary ESL/Bilingual classrooms. Current Issues in Education, 1(3).

Introduction

Specific program types Classroom organizations Gender roles

the amount and type of classroom lg to which students have access

What kind of classroom discourse structure are built from and enact a more equitable approach to classroom lg production?

MethodClassroomsTraditional ESL/Bilingual content (world history )

Sheltered content (biology)/Holistic ESL

Field notes/ Audio tape

Results Boys and girl in these secondary ESL classrooms were

granted differential access to the amount and type of lg they

were allowed to produce based on

1st :Theoretical orientation of the teacher

2nd:other factors academic content, the teacher’s use if student’s first lg…

Discussion

The type of program has little effect on increasing access for either girls or boys.

Girls suffer from more restrictions in the amount of access to classroom discourse than boys

Traditional notion of teaching and learning restricted student roles The holistic classroom offered significantly different roles to both

boy and girls

Class interaction

Reflections

Teacher Student

Individual difference

GenderGender

Belief

Social context

(1)• “It becomes important to try to discern whether teachers’ interaction patterns are primary the result of their own mental schemes, or whether the interaction patterns mainly result from differences in male students’ versus female students’ behavior.”

• “Elementary and junior high school teachers often developed themes and examples which interest males.”

(2) • “Instructor interviews revealed that those who were interviewed mentioned that they did not treat students’ errors differently depending on students’ gender but considered students’ age and their native culture.”

• (3)

“They (boys) don’t want to do anything, they

want to talk, they want to be the center of

attention of the class, that’s what they

do…the girls do the work and then they (the

boys) act like they did something when they

really did not. ”

“The girls do better in everything, girls finish faster than the boys in everything except in Science, I guess that’s where the boys get ahead of the girls”

~Thanks for your attention ~