Gendered patterns of participation in classroom talk interaction

This study examines gendered patterns of participation in teens of classroom floor access and control with elementary school children. Primary participants in the study include approximately 97 students from four intact classrooms and 4 teachers. Eight students were also selected for observation.; Field notes from participant observation, informal interviews, and video/audio taped classroom interactions provided the data for this classroom ethnography. A portion of the data was analyzed in detail for time spent in effort and ratified speaking tune. The remainder of the data was analyzed through constant cross comparison for patterns of student talk participation in whole class interactions.; Findings revealed that success in talk is contingent on teacher organization of talk. Tightly organized floors rendered more equitable distribution of talk between boys and girls. Loosely organized floors rendered more differences in talk distribution in favor of boys. In all four classrooms, however, the girls are just as successful as boys in securing floor spaces, although they had to invest much more effort in hand raises. Data analysis of focal children revealed that language proficiency can provide a context in which children gain self-confidence. Self-confidence allows the children to learn how to use language proficiency in order to gain status with other children.; The general improvement of women's social status in the work force and other contexts may help explain why gendered gap in participation is diminishing in the classrooms.