Gender Inequality in Achievement and

Teacher/Student Interaction

Problem Statement

Female students often do not perform up to their potential

when completing assessments where they are expected verbalize what they have

learned.

89%

82%

78%

80%

82%

84%

86%

88%

90%

1

Written v. Verbal Assignment Averages

Female Student Performance - Escuela Bilingüe Honduras 2006

V

Verbal

Written

89%

82%

78%

80%

82%

84%

86%

88%

90%

1Written v. Verbal Assignment Averages

Female Student Performance - Escuela Bilingüe Honduras 2006

V

Verbal Assessments

Written Assessments

Research Based Findings

“In the early grades girls are ahead of or equal to boys on almost every standardized measure of achievement and psychological wellbeing. By the time they graduate from high school or college, they have fallen back” (Sadker, p.13).

Possible Contributors “Girls receive fewer academic contacts, are

asked lower level questions, and are provided less constructive feedback and encouragement than boys – all of which translates into reduced preparation for independent effort” (Marshall, 1997).

“Teachers ask boys more direct questions, more open-ended questions and more complex and abstract questions” (Edge, 1997).

Intervention

Call on students using a random system; Draw names from a hat. Allot each student a number, write those

numbers on tongue depressors, and draw numbers at random.

DO NOT consistently call on students with hands raised (unconscious teacher bias)

Research on Intervention

“Devise a system to recognize each student during a discussion or questions-and-answer session” (Marshall, 1997)

“Increase classroom participation by using name cards to ensure that all students are required to respond to questions”

(Funk, 2002).

Research Question

Will a random calling system raise the total grade point average of the class as

a whole?

Research Plan

Interrupted Time Series (over one four week unit) 3 quizzes 1 unit test

Two Classes One control One treatment

Quantitative *To avoid confrontation/embarrassment/other confounding

factors, reiterate questions upon request or allow students to ‘pass’ after they give an effort.

Validity and Reliability

External factors: Time of the day that the classes meet Initial level of the classes, including participation and

general achievement Difficulty of material being taught

Teacher must insure that treatment is being implemented consistently and that confounding factors do not skew data. (Observer?)

Desired Result of Treatment

Equal student/teacher interaction for every student

More engaged students Higher average achievement for the class as

a whole.