Gender bias in the classroom: A study of student teachers' teaching in their teaching practices

Wai Wa Timothy YUEN, Pak Sang LAI

Research output: Contribution to conferencePaper

Abstract

Contrary to the belief that education would empower women to attain a higher degree of equality with men in the society, recent researches in the West tend to indicate that in schools male students are actually favored in the classroom. Sadker & Sadker (1985) found that in all grades and classes of primary schools in the District of Columbia boys dominated the classroom communication with the tacit approval of their teachers. Morgan & Dunn (1988) suggested that boys were more 'visible' in the classroom and were granted more academic leeway. Such bias is taken as one of the factors which contribute to the nurturing of gender characters that dovetail the roles of the two genders in the society. The present study was undertaken to reveal whether newcomers to the teaching profession in Hong Kong will be gender-biased in handling their classes and if so, how and also why. It is hoped that result of the interview will cast light on whether the curriculum of teacher education course should be restructured to enhance the gender-fairness of the student teachers who would soon become the pillar of the teaching profession.
Original languageEnglish
Publication statusPublished - Nov 1996

Fingerprint

teaching practice
student teacher
classroom
gender
trend
Teaching
profession
teacher
fairness
primary school
equality
Hong Kong
education
district
curriculum
communication
interview
school
student
Society

Citation

Yuen, W. W. T., & Lai, P. S. (1996, November). Gender bias in the classroom: A study of student teachers' teaching in their teaching practices. Paper presented at the Hong Kong Educational Research Association (HKERA) 13th Annual Conference: Restructuring Schools in Changing Societies, The Hong Kong Institute of Education, China.