Exploring Gender Bias in EFL Classrooms: A Study of Teacher-Student Interactions and Learning Outcomes
Abstract
Gender bias in teacher-student interactions remains a pervasive issue within educational research, influencing students' academic participation, engagement, and performance in subtle yet profound ways. The present study investigates gender bias in teacher-student interactions within English as a Foreign Language classrooms in Iranian higher education, exploring its impact on learning outcomes. Adopting a constructionist perspective, the study posits that classroom behaviors are socially constructed and influenced by societal norms. Findings revealed significant gender disparities: male students were called on more frequently received more positive feedback, and were more often assigned leadership roles. Female students reported lower confidence and motivation, attributing this to perceived bias in teacher interactions. Both students and teachers identified strategies to mitigate bias, such as equal participation opportunities and teacher training. The study underscores the pervasive nature of gender bias in EFL classrooms and its detrimental effects on female students' academic engagement and outcomes, calling for targeted interventions to foster equity.
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DOI: http://dx.doi.org/10.18415/ijmmu.v12i5.6717
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