| dc.description.abstract | The purpose of this study is to investigate gender biases in student/teacher relationship in secondary schools. Gender bias can be a serious detriment to learning. Educators have a very powerful effect on their students' development of self-image, but this effect frequently differs between boys and girls. In some classrooms, female students can become nearly invisible, as teachers interact more frequently with boys, asking them better questions and providing more precise and helpful feedback. Such biased teacher behavior can contribute to students' insecurity about their abilities and decrease their potential for achievement.
A teacher's gender bias is not the only gender-based factor that affects teacher-student interaction, though. In such interactions, each person involved influences the other's behavior. It is possible that male and female students differ in how they seek information and help from a teacher. In addition, because students who frequently initiate teacher-student interactions are more likely to receive teacher-initiated attention (Anderson & Adams, 1992; Irvine, 1986), clarification of gender differences could help teachers train all of their students to efficiently access the information they need.
Therefore, physical educators who understand them need to be equipped to meet the learning needs for both genders. On this basis, this study has researched on gender biases in student teacher relation in Kapsabet Division, Nandi Central District. The general objective of the study was to investigate biases in teacher/student relation in secondary schools. The study used simple random sampling to target
three secondary schools in Kapsabet Division. The researcher used structured questionnaires to carry out the research. The questionnaire was administered to 60 students, the head of guidance and counseling teachers of and the head teachers of each school.
This study was guided by the socialization theory which states that gender bias is a construct of exists between the students and teacher relationships and in most cases it occurs unconsciously due to the socialization process. From the summary of the findings the researcher arrived at the conclusion that the wish of every school administrator is to ensure gender equity among all students. Most instructors are unaware that they treat girls and boys differently in the classroom and, when they become aware of the problem; they can change their behavior.
There were several aspects noted in the study that could be adopted to reduce gender biases in secondary schools. The researcher therefore the recommendations that; Teachers require in- service programs to address gender bias in the classroom. Educational planners should provide gender sensitization and training for different target groups including teachers, parents, teacher trainers and service providers; integration of gender into all teacher training programs; and departments of education should provide mandatory gender-equity resource modules to in- service teachers, and gender bias needs to be addressed with all pre-service teachers. The study provides knowledge required to educators, to help students boost their self-esteem and narrow the magnitude of biases in student/teacher relations in schools | en_US |
