An Evaluation of Two Studies of Gender Imbalance in Primary Classrooms

This article provides a methodological assessment of some recent work on imbalances in classroom participation between girls and boys. It is premised on the belief that educational research, and particularly ethnographic work, is not subjected to the detailed public assessment that it deserves and needs. If there is to be any possibility of a cumulative development of ethnographic knowledge, such assessment is essential. Methodological assessment should enable us to identify weaknesses in our research strategies and to overcome them. This paper is offered in the spirit of encouraging such developments.