Gender Issues in the Classroom

Abstract

Koch reviews the literature on gender socialization of students as they participate in the social and academic culture of the classroom. Research on classroom practices and policies that foster gender stereotypes and limit opportunity for females and males is followed by research on curriculum, classroom interaction, and school climates that promote gender equity. Information is presented on the importance of increasing educators' awareness of their gender expectations and how hidden curriculum and gender‐differentiated instruction can affect student learning social relations within the classroom. Sexual harassment in schools and policies and programs that interfere with equal access to education are examined from a developmental perspective as well as from a sociocultural perspective.

Are boys better off with male and girls with female teachers? A multilevel investigation of measurement invariance and gender match in teacher–student relationship quality

“…Boys are considered to be biologically disposed to more assertive, energetic, and aggressive behavior than girls, and therefore, they would be expected to have more conflictual relationships with teachers (Carlson, Tamm, & Gaub, 1997;Zahn-Waxler, Shirtcliff, & Marceau, 2008). According to gender socialization theory, gendertypical behaviors and attitudes are reinforced in students through differential treatment of boys and girls (for review see Koch, 2003). Teachers tend to be more tolerant of dominant and autonomous behaviors in boys, whereas they respond more favorably to calm and submissive behaviors in girls (Basow, 2004;Meece & Scantlebury, 2006).…”

Problem Solving And Creativity And Design: What Influence Do They Have On Girls’ Interest In STEM Subject Areas?

“…Research has shown that for STEM subject areas girls learn best in environments that promote collaborative learning, hands-on experiences, creativity, and practical applications (AAUW, 2000; Campbell et al, 2002;Kafai, 1998;Koch, 2002;Wenglinksy, 2000). Given that girls' interest in STEM careers is impacted by their interest in STEM subject areas (Sadler et al, 2012), it is important to distinguish specific skills and activities in K-12 education that help to cultivate girls' interest in STEM subject areas.…”

Gender Socialization in Chinese Kindergartens: Teachers’ Contributions

“…Previous studies conducted in school settings in western societies have suggested that teachers and peers have significant roles in children’s gender socialization experiences (Duffy et al 2001; Fromberg 2005; Koch 2003; Morgan 2001). Interestingly, Fagot et al (1985) found that teachers’ differential attention and responses toward common behaviors in American toddlers preceded the emergence of any gender differences in toddlers’ behaviors that were measured.…”