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Does the homogenous classroom setting perpetuate masculine conversational participation patterns: Aspects of gender identity examined in the homogenous classroom setting
Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
2012 (English)Independent thesis Advanced level (degree of Master (One Year)), 10 credits / 15 HE creditsStudent thesis
Abstract [en]

Drawing on a Norwegian empirical study of girls’ and boys’ teacher-led classroom conversation participation, this paper focuses on how students attending an upper secondary school vocational programs, participate in classroom discussion when observed in homogenous groups. This quantitative study has shown that gender identities associated with heterogeneous conversational patterns as exaggerated when observing homogenous classroom participation. The discussion describes not only the influences of class and peer group pressure to explain this phenomenon, in addition clarifies the contextual difference in quality when girls take the floor in a homogenous classroom setting.          

Place, publisher, year, edition, pages
2012. , 30 p.
Examensarbete vid Institutionen för pedagogik, didaktik och utbildningsstudier, 2012vt
Keyword [en]
classroom participation; homogenous setting; gender identity; peer identity; social class;
National Category
Educational Sciences
URN: urn:nbn:se:uu:diva-176162OAI: diva2:534476
Subject / course
Educational Sciences
Educational program
Masterprogram i utbildning och undervisning
Social and Behavioural Science, Law
Available from: 2012-06-18 Created: 2012-06-17 Last updated: 2012-06-18Bibliographically approved

Open Access in DiVA

Examen Mvt2012(688 kB)361 downloads
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File name FULLTEXT01.pdfFile size 688 kBChecksum SHA-512
Type fulltextMimetype application/pdf

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ReferencesLink to record
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