Mr. Giblin's Classroom Case Study

Along with race, gender plays an important factor in whether or not a student is successful in Mr. Giblin’s classroom. Sixty percent of Mr. Giblin’s students are females, while the other forty percent are males. It is unclear if any identify as something else, though there are no clear signs leading to this being present in the classroom. While we typically think male and female students will typically socialize with students of the same gender, this is not always the case with this selection of students. While there are sections of females who primarily socialize with only female students, most of the students cooperated and mingled with their fellow classmates regardless of their gender. This week, students spent a majority of their class

They are also the most willing to participate in in-class assignments, even if they have given wrong answers previously. Some female students review their assignments before turning them in via online programs such as Google Classroom. There even were female students who had other female students serve as editors for their assignments. Male students do perform well on assignments. They often ask less questions, and turn in their work more on time compared to their female peers. In terms of being corrected by Mr. Giblin, it occurs at a similar rate to female students, if not slightly less. However, the male students are often less productive than their female peers during group assignments, and do not have their work edited in a similar style than female students. No gender is isolated from the other while working on group assignments. Each student contributes, and no individual is put down or disregarded because of their gender. Certain students do contribute more than others, but that has not shown to be dependent on gender. But as stated before, female students do tend to become group leaders during assignments while male students work often