final critic project
TRANSCRIPT
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 ~