Gendered Teacher–Student Interactions in English Language Classrooms

Jaleh Hassaskhah and Sara Roshan Zamir

SAGE Open, 2013, vol. 3, issue 3, 2158244013502986

Abstract: Being and becoming is the ultimate objective of any educational enterprise, including language teaching. However, research results indicate seemingly unjustified differences between how females and males are treated by EFL (English as a Foreign Language) teachers. The overall aim of this study is to illustrate, analyze, and discuss aspects of gender bias and gender awareness in teacher–student interaction in the Iranian college context. To this end, teacher–student interactions of 20 English teachers and 500 students were investigated from the perspective of gender theory. The data were obtained via classroom observations, a seating chart and the audio-recording of all classroom interactions during the study. The findings, obtained from the quantitative descriptive statistics and chi-square methods, as well as the qualitative analysis by way of open and selective coding, uncovered that there were significant differences in the quantity and quality of the interaction for females and males in almost all categories of interaction. The study also revealed teachers’ perception of “gender,†the problems they associate with gender, and the attitudes they have to gender issues. Apparently, while positive incentives are able to facilitate learner growth, the presence of any negative barrier such as gender bias is likely to hinder development. This has implications for teachers, and faculty members who favor healthy and gender-neutral educational climate.

Keywords: gender theory; teacher–student interaction; gender bias; gender equity; teacher feedback (search for similar items in EconPapers)
Date: 2013
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Persistent link: https://EconPapers.repec.org/RePEc:sae:sagope:v:3:y:2013:i:3:p:2158244013502986

DOI: 10.1177/2158244013502986

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