GENDER SOCIALIZATION INFLUENCING CLASSROOM INTERACTIONS AMONG STUDENTS IN CONTEMPORARY SCHOOLING ENVIRONMENTS

Abstract

This study examines how gender socialization influences classroom interactions among students in contemporary schooling environments. Employing a qualitative research design, data were collected through purposive sampling of published research documents, including peer-reviewed articles, ethnographies, and theoretical analyses relevant to gendered behaviors, participation patterns, and institutional practices in education. Data were analyzed using thematic analysis, involving iterative coding, pattern identification, and refinement, which led to the derivation of eight major themes: gendered socialization and early behavioral norms, participation patterns and classroom discourse, teacher expectations and differential attention, peer interaction and gendered group dynamics, classroom power relations and authority structures, curriculum content and gender representation, intersectionality and compounded social inequalities, and student agency, resistance, and transformative practices. Findings reveal that early socialization, teacher expectations, peer dynamics, and curricular content collectively shape differentiated classroom experiences, often privileging behaviors aligned with traditional gender norms. Intersectional factors further compound these disparities, affecting participation, recognition, and academic confidence. Importantly, students exercise agency to resist restrictive norms through leadership, collaborative engagement, and critical negotiation of classroom roles. The study underscores the need for inclusive pedagogy, equitable participation strategies, and diversified curricula to challenge gendered hierarchies, foster transformative classroom practices, and promote equity in contemporary schooling contexts.