Two gendered classroom cultures coexisted: rule-following vocal girls and disruptive boys receiving disproportionate time and space¶

Claim · All claims
Evidence · 1 study (2 entries) · qualitative r2–r3 · q2
Currency · newest study 2003 · not yet checked against its sources · not reviewed by a person · overdue for a recheck since 2008: baselines and conditions change
Evidence quality · No study behind this claim is a peer-reviewed article with a DOI: it rests on a source with no registered publication record (a web page, book or unpublished report). It is kept because 2 design pages cite it; treat it as a lead to check, not an established finding.

Subclaims¶

q2 i? Across the school groups, with one exception, observation revealed a culture of rule-following, helpful vocal girls alongside a culture of disruptive boys who received a disproportionate amount of teacher time and space. → Norberg 2003 q2 i? Even in the exceptional group of strong, talented girls, boys still received the teacher's full attention, which the teacher was not aware of until reading the field-notes. → Norberg 2003 (2)

Evidence¶

Norberg 2003¶

Norberg, K. (2003). Constitutive Values and Daily Practice in a Swedish School. Values and Ethics in Educational Administration, 1(3). http://www.ed.psu.edu/uceacsle/

q2 · i? · qualitative · r3

Observational finding from the unequal opportunities section of the field study at Green school: in five of the school groups a few boys constantly demanded teacher attention, disturbed peers, and expressed more self-confidence than the girls, who showed less confidence presenting work.

"The second culture type was characterized by boys who received a disproportionate amount of time and space by being disruptive."

Norberg 2003 (2)¶

Norberg, K. (2003). Constitutive Values and Daily Practice in a Swedish School. Values and Ethics in Educational Administration, 1(3). http://www.ed.psu.edu/uceacsle/

q2 · i? · qualitative · r2

From the strong girls section: in the one group where boys did not dominate the space, a teacher's colleague opposed the description that boys needed more support by referring to an event where the boys, who were drawing, received more attention anyway.

"No matter what the children are doing, the boys get more help."

Discussion¶

Learner Variables¶

• Gender — predictor: outcomes differ by group: a gap reflecting circumstances and treatment, not a cause

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