Differential teacher attention to boys and girls in the classroom

By Robyn Beaman, K. Wheldall, Coral Kemp. 2006

208 citations recorded by the source corpus.

Subfields: Education, Gender Studies

View Paper: https://www.semanticscholar.org/paper/b762a6b40a890e08922c63f7f7e0064efa5d755f

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Education

1. C. Ponitz
2. Laura L. Brock
3. L. Nathanson
4. S. Rimm-Kaufman
5. Wendy M. Williams
6. Susan M. Barnett
7. S. Ceci
8. Megan M. McClelland

In Gender Studies

1. S. Ceci
2. Laura R. Ramsey
3. Diana E. Betz
4. Wendy M. Williams
5. Denise Sekaquaptewa
6. Nilanjana Dasgupta
7. Michael Inzlicht

Citations in the corpus

• The effects of an academic environment intervention on science identification among women in STEM (2013, background): “Examples include men receiving more challenging materials, positive feedback, and time to respond to questions than women, which selectively promotes men’s development of STEM skills (Beaman et al. 2006; Becker 1981; Kelly 1988; Merrett and Wheldall 1992; Sadker et al. 2009).”
• Women's underrepresentation in science: sociocultural and biological considerations. (2009, background): “Beaman, Wheldall, and Kemp (2006) updated this analysis.”
• Early Adjustment, Gender Differences, and Classroom Organizational Climate in First Grade (2009, background): “While teacher reports have tended to focus on kindergarten, entering first grade can also be a challenge (Beaman et al., 2006; Entwisle & Alexander, 1998; Entwisle et al., 2007).”