Gender Differences in Perceptions of Open Classroom Discussion using ICCS 2022

• In Event: Secondary Analysis of ICCS data: Inequalities, Civic Attitudes, and Civic Engagement

Proposal

Introduction
Open classroom discussion is a key predictor of civic and citizenship outcomes among 14-year-old students around the world (Authors., 2020; Authors., 2017, 2021). Based on the importance of open classroom discussion as a predictor of citizenship attributes, and the consistent evidence that the participation of girls and boys within the classroom may be unequal (Black & Radovic, 2018; Meer & Lim, 2017; Minasyan, 2017; Ortega et al., 2021), this paper analyzes the differences in students’ perceptions of open classroom discussion between girls and boys.
Research aims
The main hypothesis of the study is that there are differences in the perception of open classroom discussion between female and male students, a trend that varies by country, and is explained by different school and contextual variables. The main explanatory variables are the proportion of female students in the school, the type of school (public or private), the size of the school; students’ participation in the school achievement in civic knowledge; and expectations of future participation are the main predictors used in this study.
Data and Methods
The study uses the data from the ICCS 2022, which collects information from 14-year-old students in 22 countries and two regions of Germany. The sample of the international study comprised nearly 3,500 schools, 50,000 teachers, and 80,000 students. In this study, principals, teachers, and students completed questionnaires to provide information on civic and citizenship attributes such as students’ civic knowledge, attitudes, and engagement, as well as contextual factors at home and the characteristics of schools and teaching.
The study uses generalized linear models in the form of multilevel regressions. This methodology is necessary to recognize that students are nested within schools and, therefore, correct for the lack of independence of those attending the same school (Rabe-Hesketh et al., 2012; Raudenbush & Bryk, 2002; Snijders & Bosker, 2012). The study fits a series of multilevel models to test the hypothesis.
Results and Conclusions
Preliminary results show gender differences in perceptions of open classroom discussion, with advantages for female students over males. This pattern is observed in most participating countries, although there are exceptions. Female students therefore appear to have more opportunities for open classroom discussion than their male peers. This may be related to female students’ stronger identification with school and classroom cultures, which may foster positive relationships with their teachers (Bugler et al., 2016; Kang et al., 2023). These gender differences are partly explained by country context and school characteristics (such as the proportion of female students in the school, school type, and size). In addition, students’ participation in school life, their civic knowledge achievement, and their expectations of future participation in society also help explain the gender gap in perceptions of open classroom discussion. However, the relative weight of these explanatory factors varies by country. The findings highlight the importance of fostering classroom environments where both female and male students feel equally encouraged to participate in open discussions, ensuring that classroom dialogue is inclusive for all.

Authors

• Ernesto Treviño, Pontificia Universidad Catolica de Chile

• Diego Carrasco

• Catalina Miranda-Riquelme