Equal Voice in the Classroom: A Gender-Based Approach
DOI:
https://doi.org/10.5281/zenodo.18907796Ключевые слова:
gender equality, classroom participation, patriarchal norms, gender-neutral education, student engagement, inclusive pedagogyАннотация
This study investigates gender-based classroom participation among bachelor’s degree students at Fergana
State University through an online survey. The findings reveal a perceived male-dominated discourse and gender-based
hesitation in classroom interaction, alongside strong student support for gender-neutral instructional strategies. The
results support existing research advocating structured and inclusive pedagogical practices aimed at ensuring equal
voice and participation in the classroom
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