000			01746cam a2200181 4500500
005			20250112032923.0
041			_afre
042			_adc
100	1	0	_aFournier, V. _eauthor
700	1	0	_a Durand-Delvigne, Annick _eauthor
700	1	0	_a De Bosscher, Sabine _eauthor
245	0	0	_aBoys and girls: Differentiated pedagogical interactions?
260			_c2020.
500			_a81
520			_aStudies show that the educational choices and academic success of girls and boys are still different (Gaussel 2016; Vouillot 2014; Vouillot, Steinbruckner, & Thiénot 2011). One of the factors that could explain the persistence of these differences is related to students’ experiences, through gender-differentiated pedagogical practices, particularly illustrated by interactions in class. The research presented here is based on the observation of 20 classes of students aged between 9 and 12 in French and mathematics lessons. It shows that, even if, as recent research suggests, the percentage of teacher-girl interactions and the percentage of teacher-boy interactions are not significantly different as a whole, regardless of the discipline, differences remain for certain types of interactions. Girls are thus congratulated and encouraged for their efforts and motivation. They receive less criticism than boys relating to their motivation, behavior, or skills. Finally, girls, more than boys, respect school rules and do not answer questions that are not intended for them. These results are discussed with regard to public policy measures that aim to “teach in an egalitarian way.”
786	0		_nEnfance | o 4 | 4 | 2020-10-28 | p. 509-526 | 0013-7545
856	4	1	_uhttps://shs.cairn.info/journal-enfance-2020-4-page-509?lang=en
999			_c161784 _d161784