Gender bias in English as second language classrooms. (c2006)

Abstract

The purpose of the present study was to investigate whether gender bias exists in the Lebanese intermediate and secondary level English as Second Language (ESL) classrooms. The methodology used was of three folds; the researcher employed semi structured interviews, questionnaires, and observational techniques to collect data. The results revealed various discrepancies as well as similarities between the participants' responses to the questionnaires, the interviewees' standpoints, and the researcher's observation reports. The researcher concluded that gender bias exists in the Lebanese intermediate and secondary level ESL classrooms; however, it is hidden and unconscious.