Gender Differences in Perceptions of Open Classroom for Discussion Using ICCS 2022

• In Event: ICCS Panel 2: Gender, Citizenship, and Educational Practices

Proposal

Open classroom discussion is a key predictor of civic and citizenship outcomes among 13-year-old students around the world (Carrasco et al., 2020; Treviño et al., 2017, 2021). Students and schools with higher levels of perceptions of the classroom climate for open classroom discussion show higher dispositions to participate in formal politics through the political systems, as well as to participate in social movements at the community level (Torres Iribarra & Carrasco, 2021; Treviño et al., 2017, 2018, 2021).

However, there is plenty of evidence of how the participation of girls and boys in the classroom may be unequal (Black & Radovic, 2018; Meer & Lim, 2017; Minasyan, 2017; Ortega et al., 2021). Following this idea, this paper studies the differences in open classrooms for discussion perceptions among girls and boys in the countries participating in ICCS 2022, following a similar logic to previous work which did not investigate gender differences (Carrasco et al., 2021). Using multilevel modelling to account for the hierarchical structure of the data (students nested within schools and countries), the study examines both individual- and country-level factors influencing these gender differences.

Preliminary results suggest that there are significant differences in favour of boys in the perceptions of open classrooms for discussion across countries, with more pronounced differences in Latin American countries in comparison to the rest of the countries participating in the study. The paper ends with a discussion of results and venues for future research.

Authors

• Ernesto Treviño, Pontificia Universidad Catolica de Chile

• Catalina Miranda-Riquelme, KU Leuven

• Diego Carrasco, Centro de Medición MIDE UC, Pontificia Universidad Católica de Chile