The inclusion of girls in Chilean mathematics classrooms: gender bias in teacher-student interaction networks <i>(La inclusión de las niñas en las aulas de matemáticas chilenas: sesgo de género en las redes de interacciones profesor-estudiante)</i>

Ortega, Lorena; Treviño, Ernesto; Gelber, Denisse

doi:10.1080/02103702.2020.1773064

Cited by 14 publications

(16 citation statements)

References 42 publications

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“…Researchers analyzed interactions between teachers and students using representative sociograms and modeling with multilevel regressions. They conclude that the results embody a gender bias that negatively affects girls, confirming patterns of sexism in the classroom that would affect their learning and development (Ortega et al, 2021 ). The results of this study warn about a difference in the levels of girls’ SWB in the older age group studied in Chile compared to boys, suggesting more research and attention be paid to this specific group of girls.…”

Section: Discussionsupporting

confidence: 54%

Satisfaction with the Neighborhood of Israeli and Chilean Children and its Effects on their Subjective Well-being

et al. 2022

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A study of subjective well-being in 4,942 children (49% girls) aged 10 and 12 living in Israel and Chile is presented. The association between perceptions of the neighborhood and subjective well-being (SWB) was analyzed based on a mediation model using satisfaction with the neighborhood as a mediating variable. The overall results showed high average SWB scores for both countries as well as high levels of satisfaction with the neighborhoods where they live. Differences between the countries were observed for the age groups. The SWB of Chilean children decreased with age, while a decrease was not detected for the Israeli children. The mediation model had excellent fit for the age groups and countries, and the satisfaction with the neighborhood variable presents a partial mediation effect between neighborhood variables and SWB. Satisfaction with the neighborhood displayed a greater effect on the SWB of the older children than the younger ones. Gender showed significant effects on SWB only in Chile. The results are discussed, analyzing the similarities and differences between both countries and providing new evidence for the study of SWB at the international level. Questions for a more specific analysis of SWB within each country are suggested.

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Section: Discussionsupporting

confidence: 54%

Satisfaction with the Neighborhood of Israeli and Chilean Children and its Effects on their Subjective Well-being

et al. 2022

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“…The findings indicated that female students receive less attention, while more negative feedback is given to males. Gender-specific attention gaps have been addressed in previous research results, with male students receiving more teacher attention than females (Bassi, 2018;Ortega, 2021). However, besides gender bias or stereotypes, we can find that more factors can affect the pattern of T-S interaction.…”

Section: Discussionmentioning

confidence: 58%

“…The researchers conducted a quantitive survey through classroom observation, teacher reports about students' engagement, and a questionnaire for students to give feedback. And it turns out that boys reported higher engagement in higher instructional supporting classrooms (Rimm-Kaufman, 2015) [8].…”

Section: Related Researchmentioning

confidence: 99%

“…Ortega et al researched the educational inclusion of girls in mathematics classes in Chile, by observing 79 classroom audio tapes in which about 2295 students were involved. The statistics drawn from the record indicate that girls get fewer chances to interact with teachers and they were probably paid less attention (Ortega, 2021) [3]. Some studies believed that teacher-student interaction was not affected by gender.…”

Section: Related Researchmentioning

confidence: 99%

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How does Gender Affect Teacher-Student Interaction: A Case Study in China’s EFL Classes

Li¹

2023

EHSS

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Under the background of modern education paying more and more attention to gender equity, teacher-student interaction, as an important micro component that will affect students in the classroom, whether it will be affected by gender factors is also a topic that researchers have long discussed. This study is committed to adding new cases to the study of gender and teacher-student interaction, focusing on teacher-student interaction in EFL classrooms in primary education from Mainland of China. This study is a case study, focusing on an experienced English teacher and her six classes. Through classroom observation of 12 English classes and interviews with teachers, this study found that female students will receive less attention from teachers, while male students will be more likely to receive negative comments from teachers because of gender factors. Overall, it is suggested that gender bias in EFL classrooms and believed that gender factors would affect the formation of the teacher-student interaction model.

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“…Gender stereotyping linked to Mathematics has been found during the first years of school education [ 73 ] and experienced by pedagogy students [ 74 ] and teachers [ 75 ]. Therefore, the stereotype threat could negatively affect women’s performance in high-stakes Mathematics tests.…”

Section: Literature Reviewmentioning

confidence: 99%

Gender gaps in Mathematics and Language: The bias of competitive achievement tests

et al. 2023

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This research paper examines the extent to which high-stakes competitive tests affect gender gaps in standardized tests of Mathematics and Language. To this end, we estimate models that predict students’ results in two national standardized tests: a test that does not affect students’ educational trajectory, and a second test that determines access to the most selective universities in Chile. We used data from different gender twins who took these tests. This strategy allows us to control, through household fixed effects, the observed and unobserved household characteristics. Our results show that competitive tests negatively affect women. In Mathematics, according to both tests, there is a gender gap in favor of men, which increases in the university entrance exam, especially for high-performance students. As the literature review shows, women are negatively stereotyped in Mathematics, so this stereotype threat could penalize high-achieving women, that is, those that go against the stereotype. In Language tests, women outperform men in the standardized test taken in high school, but the situation is reversed in the university entrance exam. From our analysis of Chilean national data, we find no evidence that the gender effect observed in the competitive test depends on the students’ achievement level. Following the literature, this gender gap may be linked to women’s risk aversion, lower self-confidence, lower preference for competition, as well as the effect of answering a test under time pressure.

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The inclusion of girls in Chilean mathematics classrooms: gender bias in teacher-student interaction networks (La inclusión de las niñas en las aulas de matemáticas chilenas: sesgo de género en las redes de interacciones profesor-estudiante)

Cited by 14 publications

References 42 publications

Satisfaction with the Neighborhood of Israeli and Chilean Children and its Effects on their Subjective Well-being

Satisfaction with the Neighborhood of Israeli and Chilean Children and its Effects on their Subjective Well-being

How does Gender Affect Teacher-Student Interaction: A Case Study in China’s EFL Classes

Gender gaps in Mathematics and Language: The bias of competitive achievement tests

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