1997 年 61 巻 p. 39-54
The paper analyses the dynamics of the process by which gender and gender relation are constructed in the primary school classroom. The data consists of questionnaires completed by pupils, observations of various sixth grade lessons and interviews of the teachers and pupils. The result of the questionnaire resarch shows that there is a difference between girls' and boys' behaviours, and pupils recognize gender bias in the way teachers treat pupils. Through observation of lessons, gender differences in classroom interaction patterns were found. The findings are that reachers give more attention to boys and let them have the floor more often than girls, and boys are more prominent in classroom discussions than girls. While boys speak eloquently, girls keep silent in class. Such gender differences are produced not only by teachers but also by pupils themselves. By favouring distinctions between girls and boys, they construct femininity and masculinity in school life. In particular, boys try to separate themselves from girls and to be superior to them in class. In the face of the boys' will to diminate classroom discussion, girls withdraw and refrain from self-assertion. Because of pupils' atittudes and culture, teachers' efforts to treat girls and boys equally sometimes have little success. It is suggested that gender difference in the classroom is a product of politics working among teachers, boys and girls.