Gender-Differentiated Student-Teacher Interaction in European Classrooms: A Systematic Review of Literature

• In Event: Poster Session 15
  In Poster Session: Instructional and Learner Factors That Affect Student Outcomes

Abstract

Gender differentiated teacher-student interaction has been the subject of extensive empirical research over the last decades in many countries (e.g. USA, UK, Australia). Through the years several review studies and meta-analyses have tried to recapitulate the existing evidence-base. An examination of the body of literature reveals that European studies account for only a small minority of the literature reviewed in the past and are best represented in the most recent literature. A total of 507 unique citations was found through a systematic electronic search and 18 recent European articles were selected for inclusion in the review. The reviewed studies remain inconclusive concerning the balance between negative and positive teacher-student interactions. Studies however do agree that boys receive more negative interactions.

Authors

• Els Fabiola Consuegra, Vrije Universiteit Brussel

• Nadine S.L. Engels, Vrije Universiteit Brussel