Are Females Invisible Students? An Investigation of Teacher‐Student Questioning Interactions

Gender‐ and grade‐level differences in science interest and participation

“…The first hypothesis, proposing no gender differences in teacher -student interactions, was rejected as significant main effects for gender were found for 6 of the 11 categories, reflecting earlier findings by previous studies (e.g., Barba & Cardinale, 1991;Jones & Wheatley, 1990). These data, from the Teacher -Child Dyadic Interaction System, are presented in Table 2 (two-way analysis of variance).…”

Lack of voice as a manifestation of false self-behavior among adolescents: The school setting as a stage upon which the drama of authenticity is enacted

“…Monaco aad Gaiar (1992) also have reported upon the marginalization of girls who cannot count on the same level of engagement with teachers as can boys. Others (Barbar & Cardinale, 1991;Brophy, 1985;Jones & Wheatley, 1990;Meece, 1987) have observed that such treatment is particularly likely in math and science classes, leading girls to question their ability at these subjects.…”

Gender and Developmental Differences in the Academic Study Behaviors of Elementary School Children

“…This gender difference may reflect the fact that girls have less interaction with teachers (Jones & Wheatley, 1990;Simpson & Erikson, 1983), have less opportunity to speak in class (Brophy & Good, 1974), and receive more low-level questions than boys do (Barba & Cardinale, 1991). Thus, girls are not stimulated to engage in deep processing of information as much as boys are.…”