Understanding and Addressing Gendered Learning and Socioemotional Differences among Students: Teachers' Insights from Rwanda
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| Title: | Understanding and Addressing Gendered Learning and Socioemotional Differences among Students: Teachers' Insights from Rwanda |
|---|---|
| Language: | English |
| Authors: | Emma Carter (ORCID |
| Source: | Cambridge Journal of Education. 2025 55(5):605-627. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 23 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Secondary Education |
| Descriptors: | Foreign Countries, Secondary School Teachers, Teacher Attitudes, Gender Differences, Social Emotional Learning, Secondary School Students, STEM Education, Cognitive Style, Sex, Sex Stereotypes, Gender Issues |
| Geographic Terms: | Rwanda |
| DOI: | 10.1080/0305764X.2025.2534347 |
| ISSN: | 0305-764X 1469-3577 |
| Abstract: | This study explores secondary school teachers' perspectives on gendered differences in student learning within Rwanda, focusing on STEM subjects. Despite the country's strong emphasis on gender equity and equality in education, limited research has been conducted on this issue. The study involved 51 STEM teachers across seven Rwandan districts, using semi-structured interviews and vignette responses. Results revealed that most teachers do not believe boys and girls have distinct learning styles, emphasising that individual student needs and other factors, such as the teacher and subject, are more influential. However, many teachers observed gendered differences in socio-emotional traits, particularly girls' lower levels of confidence in the classroom. Teachers recommended strategies to boost girls' self-efficacy, including using role models and promoting gender equality through equal treatment and collaboration. Group work was highlighted as a key opportunity for empowering girls and challenging stereotypes, particularly concerning their abilities in STEM subjects. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1487983 |
| Database: | ERIC |
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