Pupils’ perception towards gender differentiation and imbalance in secondary schools: Case study
Abstract
Gender imbalance persists in developing countries in different fields. Education is one of the spaces in which gender imbalance continues to exist in Algeria, in terms of enrolment or achievement. This imbalance will unintentionally raise the issue of differentiation among genders at school. To this end, this research investigates the influence of gender differentiation on male pupils’ success in secondary schools. The main objective is to examine to which extent gender bias could have an impact on learners’ performance in foreign languages. As research instruments, a questionnaire and an observation are selected. Our sample is comprised of 131 pupils from Mosalaha and 80 pupils from Mohamed Boudhiaf Secondary Schools in the city of Tissemsilt- Algeria-. As for the observation, we have attended 10 English classes. The findings of this study reveal that differentiation exists in EFL classes and male pupils are threatened by the teachers’ bias to females because of their number and interest in learning.
Full Text:
PDFReferences
Abrahams, F. F., & Sommerkorn, N. I. (n.d.). Promoting gender awareness in the classroom: An example from Germany, University of Hamburg. pp. 8-24.
Algeria country of origin information (COI) report. January 17, 2013. United Kingdom: UK Border Agency.
Bedidi, O. Z. (2018). Gender inequity in education in Algeria: When inequalities are reversed. Journal of Education & Social Policy, 5 (2). pp. 84-105. Université Paris Diderot- Paris 7. doi:10.30845/jesp.v5n2p10
Belaid, L., & Sarnou, H. (2018). Feminization of schooling: Understanding the detraditionalized gender. Brolly. Journal of Social Sciences, 1 (1), 115-124.
Belaid, L., & Sarnou, H. (2019). University for all: Including special needs learners in education.The Journal of Studies in Language, Culture and Society, 1(2), 115-124.
Benchouiekh, S. (2019). Practical aspects of consensus on khula 'in the Algerian family code. مجلة الاجتهاد للدراسات القانونية والاقتصادية , 8 (4), 261-280.
Berry, R. T., Kalinec-Craig, A. C., & Rodriguez, A. M. (2019). Latinx curriculum theorizing. United Kingdom: The Rowman & Littlefield Publishing group.
Berekashvili, N. (2012). The role of gender-biased perceptions in teacher-student interaction. Psychology of Language and Communication, 16 (1), 39-51. DOI: 10.2478/v10057-012-0004-x
Brodin, A. (2017). Gender bias and teachers in the EFL classroom in 4-6. Grundlärarexamen med inriktning mot årskurs 4-6, 240hp
Bos, W., & Lehmann, H. R. (1995). Reflections on educational achievement: Papers in honor of T. Neville Postlethwaite. New York: Waxmann.
Carlana, M. (January, 2019). Implicit stereotypes: evidence from teachers’ gender bias. Cambridge: Harvard Kennedy School, Kennedy.
Clark, A., & Millard, E. (2005). Gender in the secondary curriculum: Balancing the books. London and New York: Routledge.
Han, C., Janmaat, J.G., Hoskins, B., & Green, A. (2012) Perceptions of inequalities: Implications for social cohesion, published by the Centre for Learning and Life Chances in Knowledge Economies and Societies at: http://www.llakes.org
Hughes, A. T. (2007). The advantages of single-sex education. National forum of educational administration and supervision journal. 23(2), 5-14.
Lackner, M. (2016). Gender differences in competitiveness: To what extent can different attitudes towards competition for men and women explain the gender gap in labor markets? Johannes Kepler University Linz, Austria, IZA World of Labor.doi: 10.15185/izawol.236
Leathwood, C. Read, B. (2009). Gender and the changing face of higher education: A feminized future? England: Society for Research into Education and Open University Press.
Lee, A. (1996). Gender, literacy, curriculum: Re-writing school geography. New York: Taylor and Francis.
Moore, A. (2006). Schooling, society and curriculum. London and New York: Routledge, Taylor and Francis group.
Openning doors: Gender equality and development in the Middle East and North Africa. (2013). Mena Development Report. Washington, DC: The World Bank.
Pekkarinen, T. (2012). Gender differences in education. Germany: The Institute for the Study of Labor (IZA).
Pujar, S. (April, 2016). Gender inequalities in the cultural sector: report. Belgium: Culture action Europe.
Rettig, R. P. (2002). Quantum leaps in school leadership. United States of America: Scarecrow Press.
Sexton, C. P. (1969). The feminized male: Classrooms, white collars, & the decline of manliness. Michigan: Random House.
Skidmore, L. (n.d.). Women in science: Past and future trends. pp. 45-55.
Simone, A. J. (2012). Addressing the marginalized student: The secondary principal’s role in eliminating deficit thinking. Published doctoral dissertation. University of Illinois at Urbana-Champaig, Illinois.
Smith, E. (2005). Analyzing underachievement in schools: Empirical studies in education. London and New York: Continuum international publishing group.
Smyth, E. (2010). Single-sex education: What does research tell us? Revue française de pédagogie, 171, 47-58. DOI: 10.4000/rfp.1896
Swarbrick, A (2002). Teaching modern foreign languages in secondary schools: A reader. London and New York: Routledge Falmer.
Sultana, A. (2011). Patriarchy and women’s subordination: A theoretical analysis. The Arts Faculty Journal, Department of Political Science, University of Dhaka. 1-18.
Srivastava, G. (n.d.). Gender concerns in education. NCERT. 1-27.
Terrier, C. (2016). Boys lag behind: How teachers’ gender biases affect student achievement. Germany: Forschungsinstitut zur Zukunft der Arbeit Institute for the Study of Labor.
West, S. M., Whittaker, M., & Crawford, K. (2019). Discriminating systems: Gender, race and power in AI. AI Now Institute. Retrieved from: https://ainowinstitute.org/ discriminatingsystems.html.
Refbacks
- There are currently no refbacks.
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
ISSN 1305-578X (Online)
Copyright © 2005-2022 by Journal of Language and Linguistic Studies