TY - GEN

T1 - Gender in teacher-student interactions: Another factor in spatial ability development and STEM affiliation

AU - Gamarra Burga, Estefania

AU - Tenbrink, Thora

AU - Mills, Debbie

PY - 2024/3/8

Y1 - 2024/3/8

N2 - This study explores gender dynamics in teacher-student interactions during a route planning task in science classes, examining six classes—three in Year 5 (ages 8-9) and three in Year 6 (ages 10-11) —in an English-medium international school in the Netherlands. According to the literature, these specific years mark a notable shift in children’s gender identity development, such as in relation to male-dominated fields. Our findings indicate a corresponding shift in teacher-student dynamics, with teachers exhibiting prioritised interaction with boys in Year 6 but not 5. The most pronounced difference surfaces in the form of positive feedback, with girls receiving substantially less reinforcement in Year 6. Importantly, these altered teacher-student interactions do not align with gender differences in spatial abilities as measured by relevant spatial tests. However, girls in Year 6 participated less and assumed leadership roles in the activity less frequently. This suggests a potential impact of internalised gender stereotypes on girls' assertiveness and engagement in the classroom, which teacher-student interactions might reinforce. Our findings highlight the complex interplay of gender biases, teacher-student interactions, student engagement, and performance on spatial tasks, offering implications for educators aiming to cultivate equitable and inclusive learning environments.

AB - This study explores gender dynamics in teacher-student interactions during a route planning task in science classes, examining six classes—three in Year 5 (ages 8-9) and three in Year 6 (ages 10-11) —in an English-medium international school in the Netherlands. According to the literature, these specific years mark a notable shift in children’s gender identity development, such as in relation to male-dominated fields. Our findings indicate a corresponding shift in teacher-student dynamics, with teachers exhibiting prioritised interaction with boys in Year 6 but not 5. The most pronounced difference surfaces in the form of positive feedback, with girls receiving substantially less reinforcement in Year 6. Importantly, these altered teacher-student interactions do not align with gender differences in spatial abilities as measured by relevant spatial tests. However, girls in Year 6 participated less and assumed leadership roles in the activity less frequently. This suggests a potential impact of internalised gender stereotypes on girls' assertiveness and engagement in the classroom, which teacher-student interactions might reinforce. Our findings highlight the complex interplay of gender biases, teacher-student interactions, student engagement, and performance on spatial tasks, offering implications for educators aiming to cultivate equitable and inclusive learning environments.

M3 - Conference contribution

T3 - Lecture Notes in Computer Science

BT - Spatial Cognition Conference Proceedings 2024

T2 - Spatial Cognition

Y2 - 25 June 2024 through 28 June 2024

ER -