Gender Bias in Lebanese Language Classes

Abstract

Gender bias, though often implicit and unnoticed, exists in many forms and in different situations. The purpose of this study is to investigate whether gender bias exists in Lebanese language classrooms. Semi-structured interviews, questionnaires, and nonparticipant observational techniques were used for data collection. Results reveal discrepancies and similarities between participants’ responses to questionnaires, interviewees’ standpoints, and researchers’ observation reports. Results show that, though gender bias exists in Lebanese language classrooms, it is hidden and inconspicuous.

Key words:

• English as a Second Language education
• teacher education/certification