Conflict in the Classroom: Gender Differences in the Teacher–Child Relationship

Abstract

Research Findings: Current research regarding gender differences in educational settings at all socioeconomic levels suggests that young males are at high risk for developing academic, social, and emotional difficulties, resulting in increased disconnection from self and society. This study examined gender differences in the teacher–child relationship as reported by teachers. Two specific constructs of relationship were examined: closeness and conflict. The second goal of the study was to determine whether children's reports of the relationship differed from the perspectives of teachers. Six hundred and ninety-eight children ranging from kindergarten to fourth grade (333 boys and 365 girls) from a small suburb in the n ortheastern United States and 35 teachers completed the Student–Teacher Relationship Scale; 52 first- and second- grade students were asked to complete a c hild-r eport pilot version of the Student–Teacher Relationship Scale (Koepke, unpublished data) to assess their perceptions of the teacher–child relationship for closeness, conflict, and dependency. Significant gender disparities were found in levels of conflict in the teacher–child relationship, with more distance and conflict between boys and their teachers. Practice or Policy: Implications for male emotional and social development are discussed.