Y vaarney cheintys as eddyr-obbraghey 'sy çhamyr scoill: rieughid ny so-loayrtys?

(ennym bunneydagh: The gender gap and classroom interactions: reality or rhetoric?)

British Journal of Sociology of Education 1999; 20(3):325-341

Younger M, Warrington M as Williams J

Choud’s ta fys aym, cha nel yn art bunneydagh ry-lhaih mannagh vel entreilys ayd da’n earishlioar hene.

Giare-chummey

Ta'n art shoh scrutaghey as cosoylaghey y vaarney cheintys ec GCSE ayns hoght ard-scoillyn Sostnagh. T'ad loayrt er y rieughid as caaynt t'ayn mychione eddyr-obbraghey 'sy çhamyr scoill, cur tastey er lheh da barelyn fir-ynsee, barelyn ynseyderyn 'sy nah vlein, as cooilleeinaghyn jeh eddyr-obbraghey ynseyder/fir-ynsee 'sy çhamyr scoill.

Ayns art ny s’leaie, (British Journal of Sociology of Education, 17(3)), va ny screeudeyryn feyshtey my row ny sloo cooney niartaghey currit ec sleih-ynsee da guillyn na da inneenyn, as cre va mooadys y vaarney. Nish t'ad jeeaghyn er y chooish reesht ayns traaghyn as çhymbyllaghtyn scoill neuchasley. Ta studeyrys rere'n taase lhean shen cur sannish da vel y chooid smoo jeh sleih-ynsee credjal dy vel ad cur y geill cheddin da inneenyn as guillyn, er lheh mychione cooney ynsee. Agh co-akinyn lesh ynseyderyn, as cooilleeiney 'sy çhamyr-scoill, t'ad cur bun er yn eie nagh vel shen jeant dy mennick ayns y chooid smoo jeh scoillyn. Ta kioneys ec guillyn ec kuse dy hraaghyn 'sy çhamyr-scoill, choud’s ta inneenyn goaill ny smoo commee ayns eddyr-obbraghey marish sleih-ynsee, as eshyn cur cooney da ynsaghey. Son cur laue rish goan-chooilleeney ghuillyn, bee orrin y clane y chur fo cliaghtaghyn eddyr-obbraghey myr shen. Lhisagh shin cur cooney da guillyn roshtyn saaseyn ynsee myr adsyn t’ec inneenyn as ad gynsaghey dy fondagh.

Rere ny cooilleeinaghyn jeant ain, ta sleih-ynsee stiurey guillyn ayns aght elley ny t'ad stiurey inneenyn. Eddyr-obbraghey ynseyder/sleih-ynsee cadjin, oghsanyn, ynseyderyn feyshtey sleih-ynsee dy jeeragh, ny freggyrt feyshtyn ny sleih-ynsee - ta kioneys y clane ec guillyn. Er lesh kuse dy sleih-ynsee, cha vel scansh eddyr yn aght t'ad stiurey inneenyn as guillyn, agh cha nel y feanish cur cooney daue. Ta ny smoo bun ec eie chadjin ynseyderyn dy vel ny smoo geill obballagh goll er cur da guillyn na da inneenyn.

My ta fa cairagh ayn ny dyn, cha nel shen baghtal; ta beggan feanish ayn ta gra dy vel slein-ynsee ny sloo surransagh da drogh-ymmyrkey guillyn na da drogh-ymmyrkey inneenyn (Lodge & Pickering, 1996). Agh er y fa dy vel sleih-ynsee fakin kuse dy ghuillyn dy ve nyn vorrane smoo ‘sy çhamyr-scoill, ta ny smoo streeu eddyr y ghaa. T’eh so-hoiggal dy vel sleih-ynsee cur ny smoo tastey da guillyn myr shen, myr eab dy freayll tastey ny guillyn as stiurey y clane vrastyl. Ny yei shen, ta’n ymmyrkey shoh bentyn rish reaghey, cha nel rish ynsaghey. Cha nel monney feanish dy vel sleih-ynsee cur ny smoo tastey da guillyn na da inneenyn mychione ynsaghey. Loayrt dy firrinagh, ta inneenyn jannoo ymmyd share jeh caaghyn dy chur feyshtyn da sleih-ynsee as soilshaghey cooishyn ynsee; ta kioneys ec inneenyn bentyn rish cooney ny sleih-ynsee, cha nel ec guillyn.

Artyn bentyn da'n chooish shoh:

Aukrust, V.G. Boys' and girls' conversational participation across four grade levels in Norwegian classrooms: taking the floor or being given the floor?. Gender and Education 2008 20(3): 237-252.

Markham, P. Sacrificial girls: a case study of the impact of streaming and setting on gender reform. British Educational Research Journal 2007 33(4): 459-478.

Lodge, C. as Pickering, J.Boys under-achievement: challenging some assumptions about boys. Pabyr currit da'n British Educational Research Association Conference, Lancaster, Mean Fouyir 1996.

Younger, M. as Warrington, M.Differential achievement of girls and boys at GCSE: some observations from the perspective of one school.British Journal of Sociology of Education 1996 17(3):299-314