Date of Award
Master of Education (MEd)
This action research study investigated the presence of gender bias, in the form of more teacher attention, in a Christian middle school in southwestern British Columbia, Canada. Eight teachers of grades six to eight participated in the study. Teachers were observed for two 20-minute lessons. Each interaction between teacher and student was coded as either academic or behavioural in nature, as well as either positive, negative or neutral. The results of this study suggest that boys receive more teacher attention than do girls in the school. As well, girls tend to receive fewer behavioural type interactions with teachers than boys. Both boys and girls receive a similar amount of neutral interactions with their teachers.
Stevens, Kaily, "Gender Bias in Teacher Interactions with Students" (2015). Master of Education Program Theses. 90.