This quantitative study investigates the multi-dimensional nature of institutional sexism, focusing on students' perceptions in an educational context. A self-designed scale is developed to assess the diverse manifestations of institutional sexism, including both its overt and subtle forms. A principal component analysis was conducted on the eight items of the institutional sexism climate scale to determine the latent variables that could be extracted from the perceived institutional sexism measure. Cronbach’s coefficient alpha was calculated to measure the scale reliability, and a t-test was run to examine differences in students’ perceptions of institutional sexism with respect to gender. Moreover, a correlation analysis was carried out to investigate whether the latent variables of institutional sexism correlate with each other. One intriguing finding of this study is that while no significant gender differences were found in the overall perceptions of institutional sexism, there were notable variations at the level of the parameters of institutional sexism. Female students tended to perceive the overt form of sexism embedded in teacher differential treatment, whereas male students showed greater awareness of its subtle form manifested in the masculine norms that govern the overall institutional climate. In addition, a positive correlation was identified between the two components of institutional sexism, which was consistent with previous research. The implications of the findings, as well as the contributions and recommendations for educational practice and future research, were discussed.
This article presents a comprehensive overview of the existing body of research investigating classroom interaction from a gender perspective. It takes into account different classroom levels and a wide range of topic areas, including both language and non-language classrooms. Selected studies from the 1970s to the present are carefully analysed and examined in terms of their findings and conclusions. The diverse methodological approaches employed in these studies, which include qualitative, quantitative, reports, and meta-analyses, further enrich the depth and breadth of this exploration. The results of most studies indicate that teachers often exhibit unconscious and unaware differential treatment towards male and female students, particularly in terms of the quantity of attention allocated to boys. Additionally, a significant finding emerges from the majority of the studies reviewed, highlighting that teachers predominantly control classroom discourse, resulting in male students monopolizing a considerable amount of interaction, while female students experience a state of relative invisibility. These findings underscore the need for increased awareness and understanding of gender dynamics in the classroom, emphasizing the need to address these disparities to promote inclusivity and equity in education.
This study sought to examine the personal value types of high school students in Fez and its suburbs. It used a sample of 376 subjects and employed the Rokeach’s (1973) value survey instrument and the Musser and Orke (1992) typology to classify the personal values into types. The authors tested for differences by gender and geographical area. Findings revealed no gender differences in value type preferences since both male and female students were more alike than different in their value orientation by falling into the category of the Independent Maximizer. However, significant differences were noticed regarding the geographical area to which the respondents belong. Accordingly, the dominant value type of the sample was that of the Independent Maximizer represented by the students of Fez, followed by the Honorable Egoist exemplified by the students of Sefrou. The least frequent types were the Effective Crusader and the Virtuous Advocate under which the students of Tawjdate were classified. The authors discussed the findings with respect to anthropological and historical framework.
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