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Gendered Classroom Interactions: Equal Behavior Leading to Different Feedback

Sat, April 18, 2:45 to 4:15pm, Hyatt, Floor: East Tower - Purple Level, Riverside West


Teacher-student interactions have received increasing attention as a predictor of student educational outcomes. With regard to the underachievement of boys, observational studies have shown that boys receive more negative attention and feedback from their teachers than girls. In this mixed method study the relationship between teacher-student interactions, student-initiated behaviors, standardized test results and students' perception of equality in the classroom were analyzed. Fifteen-minute fragments of video-recorded lessons of 180 7th grade students were coded. Quantitative analyses confirm that boys receive more negative feedback but no significant differences were found for other behaviors. Positive and negative attention from the teacher appear to be predicted by a different set of student-initiated behaviors for girls and for boys.