The inclusion of girls in Chilean mathematics classrooms: gender bias in teacher-student interaction networks

• Ortega, Lorena ^[1] ; Treviño, Ernesto ^[2] ; Gelber, Denisse ^[2]
  1. [1] Universidad de Chile

     Universidad de Chile

     Santiago, Chile

     
  2. [2] Pontificia Universidad Católica de Chile

     Pontificia Universidad Católica de Chile

     Santiago, Chile

     
• Localización: Journal for the Study of Education and Development, Infancia y Aprendizaje, ISSN-e 1578-4126, ISSN 0210-3702, Vol. 44, Nº 3, 2021, págs. 623-674
• Idioma: inglés
• Títulos paralelos:
  • La inclusión de las niñas en las aulas de matemáticas chilenas: sesgo de género en las redes de interacciones profesor-estudiante
• Enlaces
  • Texto completo
• Dialnet Métricas: 6 Citas
• Resumen
  • español

    La brecha de género en resultados en matemáticas, en detrimento de las mujeres, se encuentra bien documentada internacionalmente y es particularmente alta en educación secundaria en Chile. Este estudio investiga la inclusión educacional de las niñas en las aulas de matemáticas. La codificación de videos de 79 aulas, con 2,295 estudiantes, permitió comparar cómo y cuánto interactúan los docentes con las y los estudiantes, analizar el efecto moderador del logro académico en estas interacciones y explorar las diferencias entre aulas respecto a la inclusión de las niñas. Las redes de interacciones profesor-estudiante se representaron mediante sociogramas y modelaron con regresiones de Poisson multinivel. Se encontró que las niñas interactúan menos frecuentemente con su profesor de matemáticas en interacciones de diverso contenido, y tanto en interacciones iniciadas por el docente como por el/la estudiante. El logro académico modera estas diferencias solo en las interacciones pedagógicas iniciadas por estudiantes. Además, existe variación significativa en la inclusión de niñas entre aulas que no se explica consistentemente por el género del docente ni por la composición de género del curso.

  • English

    The gender gap in mathematics outcomes, where women are most affected, is well documented internationally and is particularly high in Chilean secondary education. This study explores the educational inclusion of girls in mathematics classrooms. The coding of videos from 79 school lessons, involving 2,295 students, allowed us to compare how and how much teachers interact with male and female students, analyse the moderating effect of academic achievement in these interactions and explore the differences among classrooms with regard to the inclusion of girls. Teacher-student interaction networks were represented via sociograms and modelled with multilevel Poisson regression. We found that girls interact less frequently with their mathematics teachers in interactions of diverse content, and this is the case in interactions initiated by the teacher as well as those initiated by the student. Academic achievement moderates these differences only in pedagogical interactions initiated by students. There is also significant variation in the inclusion of girls among classrooms, which is not consistently explained by the gender of the teacher or the gender composition of the class.

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