This article describes the main findings of a Colombian case study in which an English language teacher, who was enrolled in a gender-based optional course, carries out small-scale research to understand gender in her ELT practices. The study aims at describing what and how English language teachers learn when they incorporate their gender…

Promoting prosocial behavior toward those who are dissimilar from oneself is an urgent contemporary issue. Because children spend much time in same-gender relationships, promoting other-gender prosociality could help them develop more inclusive relationships. Our goal in the present research was to better understand the extent to which…

This study examined the development of self-efficacy among third-grade girls in a low-achieving school setting. Self-efficacy is defined as an individual's belief in their capabilities to attain desired outcomes, as described by Schillinger et al. (2021). This belief plays a significant role in influencing academic performance, social…

Young children's self-identification and self-identity are essentially a set of conscious and unconscious beliefs built from experiences. Students' self-image, and their understanding of society, can change when they research how women contributed to our nation and to our daily lives. Such lessons can render these historical figures accessible and…

Gender-normative discursive representations in textbooks could have deleterious impacts on pupils' gender identity development. This study sets out to explore the discursive construction of femininity and masculinity in anthology textbooks for primary education and scrutinize children's sense-making of gender-normative discourses. Grounded in a…

School playgrounds are critical arenas wherein children's gender performances unfold, and 'games' of gender subordination or domination transpire. Theoretically predicated on Butlerian and Baradian gender performativity approaches, this qualitative study analyses how children negotiate and perform gender, exploring the material-discursive effects…

Underrepresentation of African-American males as grade level rises is a major concern in education (Duggins & Acosta, 2017; Howard, 2010; Husband, 2012; Tatum, 2006; Washington, Patton-Terry, & Siedenberg, 2013). Prior studies have placed the blame on African-American males in grades k-12 for their lack of academic progress. In an effort…

The article discusses the diversity and equity issues behind the learning outcomes of mathematics in the pre-COVID context in Nepal. The article intends to give a baseline for the further studies on the effect of COVID-19 pandemic in the educational realm. Datasets from the national assessment of student achievement in Nepal at grades 3 and 5 and…

School-related gender-based violence (SRGBV) remains difficult to measure because of high sensitivity and response bias. However, most SRGBV measurement relies on face-to-face (FTF) survey administration, which is susceptible to increased social desirability bias. Widely used in research on sensitive topics, Audio Computer-Assisted Self-Interview…

Textbooks remain as major learning aids in all levels of education worldwide. Thus, textbooks must constantly be subjected to critical analysis in order to establish their curricular usefulness. This paper analyzed four commercial science textbooks designed for third grade Filipino learners. The four textbooks were analyzed according to…

This study focuses on a recording from a week of third-grade classroom sessions. The recording was used to train new teachers in a certification program and provided data for a learning community that was studying classroom discourse. The third-grade teacher was described as being "outstanding" and "culturally responsive" by…

This study provides a critical look at achievement of African American (AA), and Latino (L) females in third and fifth grades on the Texas Assessment of Knowledge and Skills (TAKS) in reading, mathematics and science. Descriptive statistics were used to analyze the 2007 and 2011 TAKS raw data. Data analyses indicate that AAL females had the lowest…

A recent wave of research suggests that teachers overrate the performance of girls relative to boys and hold more positive attitudes toward girls' mathematics abilities. However, these prior estimates of teachers' supposed female bias are potentially misleading because these estimates (and teachers themselves) confound achievement with teachers'…