Gender and pupil/teacher interaction
- Michael Barber (1996) found boys tend to over-estimate their ability, with GCSE results showing the opposite to be true
- Michelle Stanworth (1983) found boys dominated classroom interaction, pushing girls to the margins which lowered their self-confidence and made them feel less valued, hence girls underestimating their ability
- Dale Spender (1982) found teachers gave priority to boys giving the impression what girls said was less important
- Howe (1997) identified the different ways teachers interact with boys and girls – such differences in interaction emerge very early, even in preschool.
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