Dr. Mohammed Djemoui Saber,
Department of Letters and English Language, Faculty of Letters and Languages, University of Mohamed Boudiaf, Algeria
This paper investigates the distinct patterns of classroom behavior exhibited by male and female students in the Algerian middle school context. Grounded in a socio-cultural framework, it argues that observed gender differences are not merely a product of biological predisposition but are profoundly shaped by the interplay of familial socialization, teacher expectations, and the broader Algerian societal norms. The study employs a mixed-methods approach, synthesizing quantitative observational data on participation and disciplinary actions with qualitative insights from semi-structured interviews with teachers and students. Quantitative findings reveal that female students demonstrate significantly higher rates of on-task behavior, verbal participation in structured activities, and academic achievement. In contrast, male students are more frequently involved in off-task, disruptive behaviors and dominate informal, whole-class discussions. Qualitative analysis identifies key contributing factors: the familial cultivation of “respectability” and diligence in girls, the peer-pressure driven performance of masculinity through defiance in boys, and often-unconscious gendered teacher practices. The paper concludes that recognizing these socio-culturally constructed differences is crucial for Algerian educators and policymakers to develop gender-responsive pedagogical strategies that foster equitable and effective learning environments for all students, ultimately challenging restrictive gender norms.
Keywords: Gender Differences, Classroom Behavior, Algerian Education, Middle School, Teacher Expectations
The above abstract is a part of the article which was accepted at The 11th International Conference on Languages, Linguistics, Translation and Literature (WWW.TLLL.IR), 1-2 February 2026, Ahwaz.
