Einarsson Charlotta & GranstrĂ¶m Kjell (2002). Â« Gender-biased Interaction in the Classroom : The influence of gender and age in the relationship between teacher and pupil Â». Scandinavian Journal of Educational Research, vol. 46, nÂ° 2, p. 117–127. ISSN 0031-3831. En ligne : <http://ejournals.ebsco. ... ID=LPB533CY9XNTLTQ8HATW>.
Added by: Marie Gaussel (21 Jun 2010 11:18:14 Europe/Paris)
|Resource type: Journal Article
ID no. (ISBN etc.): 0031-3831
BibTeX citation key: Einarsson2002
Keywords: Ă©ducation prioritaire, genre, relation enseignant-Ă©tudiant
Creators: Einarsson, GranstrĂ¶m
Collection: Scandinavian Journal of Educational Research
Views index: 25%
Popularity index: 6.25%
|URLs http://ejournals.e ... B533CY9XNTLTQ8HATW|
The purpose of this study was to investigate whether any signs of gender-biased provocation between teachers and pupils could be traced at the upper level of compulsory school. In order to examine whether any indications of such communication are present in the classroom situation, classroom observations were carried out in 40 lessons. The classroom observations revealed that boys, in general, are given more attention than girls. However, male teachers increase the attention paid to girls when the pupils get older, while female teachers always give more attention to boys. Gender is a universal frame factor that is inevitable in classroom interactions. The results indicate that teachers, as well as other professionals working with clients, could be involved in unconscious gender-related processes of an aggressive as well as libidinous nature. This subject is worth paying attention to, even though it is often considered to be taboo.
Added by: Marie Gaussel