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Exploring Gender Differences in Teacher–Student Interactions during an Adapted Robotics Program for Children with Disabilities

Bloorview Research Institute, Holland Bloorview Kids Rehabilitation Hospital, Toronto, ON M4G 1R8, Canada
Rehabilitation Sciences Institute, University of Toronto, Toronto, ON M5G 1V7, Canada
Author to whom correspondence should be addressed.
Soc. Sci. 2019, 8(10), 285;
Received: 2 October 2019 / Accepted: 9 October 2019 / Published: 11 October 2019
We compared the interactions between teachers and children with disabilities enrolled in an adapted robotics program to examine potential gender differences in these interactions. We coded video recordings from instructional sections of the HB FIRST® robotics program, an adapted robotics program developed through a partnership between a pediatric rehabilitation hospital and FIRST® Canada (For Inspiration and Recognition of Science and Technology). The program consists of 6-weekly, two-hour workshops. We coded videos from four separate single-gender workshops (two all-girls, and two all-boys) involving 22 children aged 6 to 8 years-old. Results revealed that boys and girls display different styles of engagement during the robotics, and teachers’ behaviour is functionally responsive to these differences. The differences in the interaction styles of boys and girls identified in this study may contribute to gender differences in students’ perceived STEM competence, and ultimately interest in pursuing STEM education and careers. View Full-Text
Keywords: inclusion; gender; STEM; children; education inclusion; gender; STEM; children; education
MDPI and ACS Style

Kolne, K.; Lindsay, S. Exploring Gender Differences in Teacher–Student Interactions during an Adapted Robotics Program for Children with Disabilities. Soc. Sci. 2019, 8, 285.

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