SAGE Open | |
Gendered TeacherâStudent Interactions in English Language Classrooms: A Case of Iranian College Context | |
Jaleh Hassaskhah1  | |
关键词: gender theory; teacherâstudent interaction; gender bias; gender equity; teacher feedback; | |
DOI : 10.1177/2158244013502986 | |
学科分类:社会科学、人文和艺术(综合) | |
来源: Sage Journals | |
【 摘 要 】
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 teacherâstudent interaction in the Iranian college context. To this end, teacherâstudent 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 teachersâ perception of âgender,â 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.
【 授权许可】
CC BY
【 预 览 】
Files | Size | Format | View |
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RO201902023280182ZK.pdf | 95KB | download |