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This article presents a comprehensive overview of the existing body of research investigating classroom interaction from a gender perspective. It takes into account different classroom levels and a wide range of topic areas, including both language and non-language classrooms. Selected studies from the 1970s to the present are carefully analysed and examined in terms of their findings and conclusions. The diverse methodological approaches employed in these studies, which include qualitative, quantitative, reports, and meta-analyses, further enrich the depth and breadth of this exploration. The results of most studies indicate that teachers often exhibit unconscious and unaware differential treatment towards male and female students, particularly in terms of the quantity of attention allocated to boys. Additionally, a significant finding emerges from the majority of the studies reviewed, highlighting that teachers predominantly control classroom discourse, resulting in male students monopolizing a considerable amount of interaction, while female students experience a state of relative invisibility. These findings underscore the need for increased awareness and understanding of gender dynamics in the classroom, emphasizing the need to address these disparities to promote inclusivity and equity in education.
Mamnoun et al. (Sun,) studied this question.