Male and female teachers’ evaluative responses to gender and the implications of these for the learning environments of primary age pupils

Skelton, C. and Read, B. (2006) Male and female teachers’ evaluative responses to gender and the implications of these for the learning environments of primary age pupils. International Studies in Sociology of Education, 16(2), pp. 105-120. (doi: 10.1080/09620210600849802)

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Abstract

This paper adopts a social constructionist position on assessment, specifically that it can never be free of the social conditions in which it is practiced. As such, we explore two aspects of classroom interactions which contribute to and shape the learning environments in which assessment takes place. By drawing on interviews carried out with 51 teachers and 307 Year 3 (7–8‐year‐old) pupils the paper demonstrates where and how beliefs and attitudes about gender influence what they perceived as ‘good’ or ‘appropriate’ working relationships. It also considers the ways in which teachers utilize perceptions of gender to plan the curriculum and manage their classrooms. Whilst the pupils believed their teachers treated them in a fair and just manner, three quarters of the teachers interviewed believed they did or should respond differently to pupils according to gender. We argue that the emphasis given to boys’ underachievement has contributed to this scenario.

Item Type:Articles
Status:Published
Refereed:Yes
Glasgow Author(s) Enlighten ID:Read, Dr Barbara
Authors: Skelton, C., and Read, B.
College/School:College of Social Sciences > School of Education
Journal Name:International Studies in Sociology of Education
ISSN:0962-0214
ISSN (Online):1747-5066
Published Online:20 November 2006

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