Abstract
For the most part, gender-differentiated teacher behavior in English as a Second Language classrooms in the United States has not been examined. Does the preference for male students demonstrated by both male and female teachers in American classrooms (Sadker et. al., 1992) also occur in ESL classrooms? If so, are ESL teachers aware they show such bias? To find out, the author observed and evaluated, both quantitatively and qualitatively, classroom interactions of four ESL teachers. The teachers, two males and two females, were white, American-born, and had finished graduate studies. All but one of the ESL teachers observed showed remarkable equality in their classroom interactions with the genders. The results are discussed, and future research directions proposed.
This is a preview of subscription content, log in via an institution to check access.
Similar content being viewed by others
References
Brophy, J., & Good, T. (1974).Teacher student relationships: Causes and consequences. New York: Holt, Rinehart, and Winston.
Brophy, J., & Good, T. (1990).Educational Psychology: A realistic approach (4th ed.). Reading, MA: Addison-Wesley.
Duncan, B. (1976). Minority students. In J. Katz & R. T. Harnett (Eds.),Scholars in the making: The development of graduate and professional students. Cambridge, MA.
El-Khawas, E. (1980, April). Differences in academic development during college.Men and women learning together: A study of college students in the late 1970s. Office of the Provost, Brown University, Vol. 19, pp. 7–8.
Hall, R. (1982).The classroom climate: A chilly one for women? Association of American Colleges, Project on the Status of Women.
Henley, N. (1977).Body politics: Power. sex and nonverbal communication. Englewood Cliffs, NJ: Prentice Hall.
Jones, V. (1971).The influence of teacher-student introversion. achievement and similarity on teacher-student dyadic classroom interaction. Unpublished doctoral dissertation, University of Texas at Austin.
Karp, D., & Yoels, W. (1976, July). The college classroom: Some observations on the meanings of student participation.Sociology and Social Research, 60 421–439.
Maccoby, E., & Jacklin, C. (1974).The psychology of sex differences. Stanford, CA: Stanford University Press.
Noonan, J. (1980).White faculty and black students: Examining assumptions and practices. Unpublished paper, The Center for Improving Teacher Effectiveness, Virginia Commonwealth University, Richmond.
Sadker, M. (1981).Workshop: Microteaching skills for INTERSECT. The American University, Washington, DC.
Sadker, M., & Sadker, D. (1981).Microteaching skills for sex equity in classroom interaction. Unpublished training manual for Project Intersect, NIE, Washington, DC, pp. 10–11.
Sadker, & Sadker, D. (1982).Sex equity handbook for schools. New York: Longman Press.
Sadker, & Sadker, D. (1985, March). Sexism in schools of the 80s.Psychology Today, pp. 25–28.
Sadker, & Sadker, D. (1986). Sexism in the classroom: from grade school to graduate school.Phi Delta Kappan, pp. 52–53.
Sadker, & Sadker, D. (1987, Summer) Sex, sexism and the preparation of educators.Peabody Journal of Education, 64 213–214.
Sadker, & Sadker, D. (1989, March). Gender equity and educational reform.Educational Leadership, 46 44–47.
Sadker, & Sadker, D. (1992, Spring). Ensuring equitable participation in college classes.New Directions for Teaching and Learning, 49 pp. 49–56.
Spaulding, R. (1963).Achievement. creativity. and self-concept correlates of teacher-pupil transactions in elementary school. Washington, DC: Department of Health, Education, and Welfare.
Spradley, J. (1979).The ethnographic interview. New York: Holt, Rinehart, and Winston.
Tannen, D. (1991, June). Teacher's classroom strategies should recognize that males and females use language differently.Chronicle of Higher Education, 37 B1.
Thorne, B. (1979, September).Claiming verbal space: Women. speech and language for college classrooms. Paper presented at the Research Conference on Educational Environments and the Undergraduate Woman, Wellesley College, Wellesley, MA.
Wilkinson, L. C., & Marrett, C. (Eds.). (1985).Gender influences in classroom interaction. Orlando, FL: Academic Press.
Author information
Authors and Affiliations
Additional information
The author wishes to gratefully acknowledge all those who supported her in her research on gender and language.
To whom reprint requests should be addressed at Hunter College, City University of New York, Department of Academic Skills, 695 Park Avenue, New York, NY 10021.
Rights and permissions
About this article
Cite this article
Yepez, M.E. An observation of gender-specific teacher behavior in the ESL classroom. Sex Roles 30, 121–133 (1994). https://doi.org/10.1007/BF01420744
Issue Date:
DOI: https://doi.org/10.1007/BF01420744