‘She doesn't shout at no girls’: pupils' perceptions of gender equity in the classroom

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Unmasking the Inequitable Discipline Experiences of Urban Black Girls: Implications for Urban Educational Stakeholders (2011, background): “The lack of emphasis on the discipline experiences of Black girls may in part be due to the perception that girls in general pose less risk for behavior problems given their greater academic achievement and to gendered racial bias, in favor of Black boys, in discipline referrals and sanctions (Grego”
Teacher–Student Relationship Quality and Student Engagement: A Sequential Explanatory Mixed-Methods Study (2020, result): “…school and classroom rules, have consistently been linked in previous studies with negative feelings and critical attitudes among students towards teachers and their behaviours (Bergmark and Alerby 2008; Devine 2002; Myhill and Jones 2006; Raby 2012; Thornberg 2008; Uitto 2011; Williams 1993).”