The gendered patterns and impacts of teacher-student interactions
Highlighting Cross-Subject Dimensional Comparison
Bibliographic Data
| ID | 6416745 |
|---|---|
| Authors | Ran Liu (0000-0003-1255-2710, University of Wisconsin–Madison, corresponding author) |
| Year | 2025 |
| Volume | 46 |
| Issue | 5 |
| Pages | 708-729 |
| Publication date | 2025-05-15 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | British Journal of Sociology of Education (JOURNAL) |
| Journal identifiers | ISSN: 0142-5692 • E-ISSN: 1465-3346 |
| Publisher | Taylor & Francis (PUBLISHER • GB) |
| DOI | 10.1080/01425692.2025.2504548 |
| OpenAlex | W4410388995 |
| Language | EN |
| Citations received | 1 |
| References cited | 56 |
Sociology · Subject (documents · Computer Science · Early Childhood Education and Development · Educational Environments and Student Outcomes · Gender Studies · Teacher Education and Leadership Studies
Reassessing Gender and Achievement
Teacher-student support, effortful engagement, and achievement
Gender Similarities Characterize Math Performance
Not Lack of Ability but More Choice
Self-fulfilling prophecies in the classroom
The Gender-Equality Paradox in Science, Technology, Engineering, and Mathematics Education
A Meta-Analytic Path Analysis of the Internal/External Frame of Reference Model of Academic Achievement and Academic Self-Concept
Prediction of children's academic competence from their effortful control, relationships, and classroom participation.
Dimensional comparison theory.
The role of affective teacher-student relationships in adolescents’ school engagement and achievement trajectories
The Gender Gap in STEM Fields
Motivation and Education
Female teachers’ math anxiety affects girls’ math achievement
The teacher-child relationship and children's early school adjustment
Early Teacher–Child Relationships and the Trajectory of Children's School Outcomes through Eighth Grade
The Influence of Affective Teacher–Student Relationships on Students’ School Engagement and Achievement
Reflect – A Teacher Training Program to Promote Gender Equality in Schools
A Teacher Like Me
Who is more motivated to learn? The roles of family background and teacher-student interaction in motivating student learning
Why do Chinese adolescent girls outperform boys in achievement tests
Diverging fortunes
Gender and Mathematics Achievement in China and the United States
Who likes math where? Gender differences in eighth-graders’ attitudes around the world
From degendering to (re)gendering the self
The Role of Parents and Teachers in the Development of Gender-Related Math Attitudes
Measuring Effective Teacher-Student Interactions From a Student Perspective
Teaching Through Interactions in Secondary School Classrooms
Role models, school improvement and the ‘gender gap’—do men bring out the best in boys and women the best in girls?1
Mosaic of beliefs
Teachers’ perceptions of students’ mathematics proficiency may exacerbate early gender gaps in achievement
Gender Achievement Gaps in U.S. School Districts
Learner-Centered Teacher-Student Relationships Are Effective
New trends in gender and mathematics performance
Trends in Educational Attainment in China
Exploring Bias in Math Teachers' Perceptions of Students' Ability by Gender and Race/Ethnicity
Family and Gender Values in China
A big (male) fish in a small pond? The gendered effect of relative ability on STEM aspirations under stereotype threat
A tangled web
| Unique citing works | 1 |
|---|---|
| Citations per year | 1 |
| Citation span | 2026 - 2026 (1) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 1 |