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Open Access Gendered teacher-student classroom interactions, student sense of equity, and student achievement

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Teacher-student interactions have received increasing attention as a predictor of student educational outcomes. With regards to the underachievement of boys, observational studies have shown that boys receive more negative attention from their teachers than girls. In this mixed-method study, the relationship between teacher-student classroom interactions, students’ perception of equity in the classroom, initial ability, and grade retention were analysed. Questionnaires and standardised ability tests for math and reading were administered to 6380 first-year secondary students. For a subsample of 129 students, fifteen-minute fragments of video-recorded lessons were coded. Information was gathered about students’ certification (grade retention). Logistic regression analyses provide evidence for the higher likelihood of students with a lower sense of equity to receive a certificate forcing them to repeat the current year. The odds to repeat a year were also significantly higher in students that are more off task. Gender was no significant predictor and, based on the regression results of multiple models, it is hypothesised that gender effects might be mediated through sense of equity. The interaction of gender and socio-economic background (SES) was a significant predictor. High SES girls are less likely than high SES boys to repeat a year. No gender difference exists in students from low SES. Finally, lower mathematical ability was a significant predictor of grade retention.
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Keywords: classroom interaction; gender; grade retention; sense of equity; teacher-student relationship

Document Type: Research Article

Affiliations: Email: [email protected]

Publication date: June 1, 2018

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  • Het Tijdschrift voor Genderstudies is het forum voor de wetenschappelijke problematisering van sekse in relatie tot andere vormen van discriminatie en uitsluiting zoals etniciteit, seksualiteit, klasse of leeftijd. Er worden artikelen in gepubliceerd over gendervraagstukken vanuit alle relevante disciplines die een wetenschappelijke bijdrage leveren aan debatten over gender en intersectionaliteit in Nederland en Vlaanderen. Het tijdschrift is een interdisciplinair medium op het kruispunt van maatschappij-, cultuur-, geestes-, gezondheids- en natuurwetenschappen. Het verschijnt vier keer per jaar en biedt wetenschappelijke artikelen en daarnaast ook interviews, boekrecensies, discussiedossiers en opiniërende artikelen in het Nederlands en Engels. Artikelen worden dubbelblind beoordeeld door externe deskundigen.

    The Tijdschrift voor Genderstudies (Journal of Gender Studies) is a Dutch language forum for the scientific problematisation of gender in relation to ethnicity, sexuality, class, and age. The journal aims to contribute to debates about gender and diversity in the Netherlands and Flanders. The journal is an interdisciplinary medium operating at the intersection of society, culture, the humanities, health and science. The editorial staff is open to articles about gender issues from different disciplines, and also accepts English articles. As well as publishing articles, the journal includes essays, columns (short topical and polemical articles), interviews, reviews, summaries of dissertations and conference reports. Articles are subjected to a double blind peer review process.
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