Learning outcomes in La Araucanía. The gender gap on the Simce test and the androcentrism in the discourses of language and math teachers
DOI:
https://doi.org/10.31619/caledu.n45.15Keywords:
androcentrism, appraisal framework, discourse studies, gender gap, SimceAbstract
This article presents results from research which analyzed the gender gap on the standardized
test, Simce, for Math and Reading from 2006 to 2014, among 4th, 8th and 12th grade students,
from the region of Araucanía, Chile. The data show that in math, the gender gap tends to
decrease, while in language it continues to increase. Additionally, the school’s characteristics
such as geographic location and socioeconomic level, and whether the students belong to the
Mapuche community, together intensify gender inequality. In the qualitative phase, we analyzed
teacher discourse in the areas of language and math in eight schools using the Appraisal Model.
We conclude that the educators identify differentiated abilities among boys and girls regarding
academic performance in these subjects. Thus, in math, the Judgement of Social Esteem of Ability
predominates in the valuing of boys and Tenacity in the evaluation of girls. Moreover, language
performance is explained by meanings of affect associated with interest and motivation. Finally,
teachers’ expectations of their students are associated with the division of gender roles.
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