Is What's Good for the Goose Good for the Gander? The Case of Male and Female Encouragement to Study French
Bibliographic Data
| ID | 8937908 |
|---|---|
| Authors | Scott Kissau (0000-0002-7480-8729, University of North Carolina at Charlotte, corresponding author) |
| Year | 2007 |
| Volume | 40 |
| Issue | 3 |
| Pages | 419-432 |
| Publication date | 2007-10-01 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Foreign Language Annals (JOURNAL) |
| Journal identifiers | ISSN: 0015-718X • E-ISSN: 1944-9720 |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1111/j.1944-9720.2007.tb02867.x |
| OpenAlex | W2023468626 |
| Language | EN |
| Citations received | 6 |
| References cited | 14 |
Male disinterest in second and foreign language programs has been well documented in recent years. The influence of encouragement to study languages also has been thoroughly investigated. There is, however, little research that connects these two phenomena. This study investigated if gender differences exist in the amount of encouragement students receive to study French. Approximately 500 students in ninth grade completed a questionnaire; the data then were explored in interviews with students and teachers. Results indicated that encouragement is an important factor in the decision to study French and that boys are perceived to receive less encouragement than girls to study the language. Suggestions for how such gender differences can be addressed are discussed
Developmental psychology · Foreign language · Goose · Mathematics education · Ninth · Pedagogy · EFL/ESL Teaching and Learning · Gender Studies in Language · Psychology · Second Language Learning and Teaching · Social Psychology
Foreign Accent
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Patriotism and patriarchy as obstacles to the adoption of reform methods in the English school system
Social Dimensions and Processes in Second Language Acquisition
When CLIL is for all
Perceptions of Gender Differences in High School Students' Motivation to Learn Spanish
| Citations per year | 0.38 |
|---|---|
| Citation span | 2010 - 2025 (16) |
| Highly cited | No |