Gender and Teacher–Student Interaction

Teacher–student interaction refers to verbal exchanges between teachers and students during classroom instruction. Research studies suggest that interactive teaching is an effective instructional strategy that can enhance academic achievement. This finding raises fascinating questions, such as whether all students prefer this interactive style, whether all students benefit equally, and whether all students enjoy equal access to the teacher's attention. Research findings suggest that the answer to all of these questions may very well be no. For example, studies indicate that students sitting in the same classroom and being taught by the same teacher often experience significantly different educational environments.

One of the reasons for these different micro-educational climates is teacher–student interaction, and these interaction patterns are often influenced by a student's gender. Studies analyzing teacher–student interactions from grade school through graduate school document that male, White, non-disabled, and English-speaking students are likely to receive more teacher interactions than are female, non-White, and disabled students, as well as students for whom English is not their native language. More active students (both high achievers and those who teachers often view as behavioral problems) also attract a higher level of teacher interaction. When teachers allow classroom interactions to be dominated by a few select students, most theorists in teacher education would agree that they are abandoning a key educational responsibility—the inclusion of all their students in active learning. This entry summarizes the research on gender differences in teacher–student interactions, specifically exploring research on interactions related to selecting students, wait time, classroom management issues, and instructional methods.