Teachers are the second most influential adults in students’ lives and they shape the students to reach their full potential. Along with history, art, and science, boys and girls learn about how to value themselves, and value others. Furthermore, teacher’s reaction not only affects students learning, but also influences student’s self esteem. (American Association of University Women [AAUW], 1992). According to Professor Heldman (2001), at age seven an equal number of boys and girls want to be the president of United States when they grow up, but by the time when they are fifteen, a massive gap emerges. At age 10, girls’ confidence begins to decline. One reason that this occurs is due to teacher-student interactions. (Schelesinger & Heldman, 2001). Studies of AAUW (1992), reveal that male students receive more attention, more praise, and more precise comments from teachers than female students. AAUW (1992) further stated that “[w]hen boys called out, the typical teacher reaction was to listen to the comment. When girls called out, they were usually corrected with comments such as, ‘Please raise your hand if you want to speak’” (p. 258) This pattern is visible from elementary school to high school. Additionally, neither the sex of the teacher, nor the age of the teacher affected this pattern.(AAUW, 1992). According to Carinci (2009), educators lack teaching practices and knowledge about gender-equitable teaching approaches (pg
Teachers are the second most influential adults in students’ lives and they shape the students to reach their full potential. Along with history, art, and science, boys and girls learn about how to value themselves, and value others. Furthermore, teacher’s reaction not only affects students learning, but also influences student’s self esteem. (American Association of University Women [AAUW], 1992). According to Professor Heldman (2001), at age seven an equal number of boys and girls want to be the president of United States when they grow up, but by the time when they are fifteen, a massive gap emerges. At age 10, girls’ confidence begins to decline. One reason that this occurs is due to teacher-student interactions. (Schelesinger & Heldman, 2001). Studies of AAUW (1992), reveal that male students receive more attention, more praise, and more precise comments from teachers than female students. AAUW (1992) further stated that “[w]hen boys called out, the typical teacher reaction was to listen to the comment. When girls called out, they were usually corrected with comments such as, ‘Please raise your hand if you want to speak’” (p. 258) This pattern is visible from elementary school to high school. Additionally, neither the sex of the teacher, nor the age of the teacher affected this pattern.(AAUW, 1992). According to Carinci (2009), educators lack teaching practices and knowledge about gender-equitable teaching approaches (pg