Who Talks? Student Confidence Speaking in High School Classes

• In Event: Empowering Learners: Factors and Perspectives

Abstract

This study explores how gender and race/ethnicity contribute to high school classroom environment and likelihood of speaking up in class. The study first explored speaking up in class as an outcome variable, and then examined the outcome and significant independent variables further through t-tests to explore how gender and race/ethnicity impact student experiences within the classroom. Findings indicate gender, race/ethnicity, and academic teacher support items as well as student achievement variables significantly relate to speaking up in class, and that Latinx students and particularly Latinx males have poorer classroom experiences than their white peers. Implications from this study can provide teachers with a better understanding of how the importance of creating safe spaces to communicate in their high school classrooms.

Authors

• Odelia Simon, University of California - Santa Barbara

• Yuna Seong, University of Wisconsin - Madison

• Rebeca Mireles-Rios, University of California - Santa Barbara