Gender Behavior Types, Teacher-Student Interactions, and Mathematics Performance: An Empirical Analysis of Texas High School Students

Abstract

The purpose of this study was to explore the gender behavior types for both female and male high school students. Using the gender behavior types as a lens, the study examined the existence of any differences in teacher-student interactions and mathematics performance by gender behavior type, and investigated factors that predict students’ mathematics performance A survey was used to collect data concerning student self-concepts, student perceptions of teacher-student interactions, background characteristics, and course enrollment. The sample was drawn from high school students at a North Texas High School enrolled in Algebra 1, Geometry, and Algebra 2 during Spring 2015. The researcher employed a conceptual framework of gender behavior types to classify high school students based on self-concept gender behaviors. This study used engagement theory to explore the interactions between the students and teachers, and the resulting effect on student achievement, measured through student reported mathematics performance. Teacher-student interactions were measured along the constructs of behavior management, language modeling, effective engagement, positive communication, and encouragement, using cumulative scores for each construct. Total scores of 50 or more were used to indicate students experiencing positive teacher student interactions, thus indicating desired levels of engagement. The results of this study suggest that there was a small influence of gender behavior types on teacher-student interactions. The main predictor of mathematics achievement was student perceptions of teacher-student interactions, through the constructs of language modeling and encouragement.