Gender 'Matters' in the Primary Classroom: Pupils' and Teachers' Perspectives
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| Title: | Gender 'Matters' in the Primary Classroom: Pupils' and Teachers' Perspectives |
|---|---|
| Language: | English |
| Authors: | Skelton, C., Carrington, B., Francis, B., Hutchings, M., Read, B., Hall, I. |
| Source: | British Educational Research Journal. Apr 2009 35(2):187-204. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 18 |
| Publication Date: | 2009 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Adult Education Elementary Education |
| Descriptors: | Teacher Effectiveness, Sex Fairness, Teacher Attitudes, Gender Issues, Sexual Identity, Student Attitudes, Elementary Education, Classroom Research, Interviews, Teacher Student Relationship, Foreign Countries |
| Geographic Terms: | United Kingdom (England) |
| DOI: | 10.1080/01411920802041905 |
| ISSN: | 0141-1926 |
| Abstract: | A recent project involving Year 3 (seven-eight year-old) pupils and their teachers revealed that "gender matters" differently to boys and girls, and teachers. The study sought to elicit whether pupils and their teachers felt the gender of a teacher mattered to their experiences of schooling. Pupils were concerned about how effective teachers were in carrying out their professional functions and a teacher's gender was subsumed within this. For these pupils, "gender mattered" in terms of the construction of their own gender identities. In contrast, teachers were aware of and attentive to the gender of pupils in managing and organising classroom interactions. The variety of differing views expressed and positions adopted towards the place of gender in teacher-pupil interactions demonstrates the complexity of developing "one size fits all" approaches to tackling gender equity in the classroom. (Contains 5 tables and 6 notes.) |
| Abstractor: | As Provided |
| Number of References: | 78 |
| Entry Date: | 2009 |
| Accession Number: | EJ833159 |
| Database: | ERIC |
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| Abstract: | A recent project involving Year 3 (seven-eight year-old) pupils and their teachers revealed that "gender matters" differently to boys and girls, and teachers. The study sought to elicit whether pupils and their teachers felt the gender of a teacher mattered to their experiences of schooling. Pupils were concerned about how effective teachers were in carrying out their professional functions and a teacher's gender was subsumed within this. For these pupils, "gender mattered" in terms of the construction of their own gender identities. In contrast, teachers were aware of and attentive to the gender of pupils in managing and organising classroom interactions. The variety of differing views expressed and positions adopted towards the place of gender in teacher-pupil interactions demonstrates the complexity of developing "one size fits all" approaches to tackling gender equity in the classroom. (Contains 5 tables and 6 notes.) |
|---|---|
| ISSN: | 0141-1926 |
| DOI: | 10.1080/01411920802041905 |
