Measuring Gender-Biased Classroom Interactions: Development and Validation of the Gendered Classroom Interaction Climate Scale in Moroccan Secondary Schools

Abstract

Gender-biased classroom interactions remain a major concern for educational equity; however, limited research has examined students' perceptions of these interactions using validated measurement instruments, particularly in secondary education. This study aimed to validate the Gendered Classroom Interaction Climate Scale and examine Moroccan secondary school students' perceptions of gender-biased classroom interactions involving female and male teachers. Guided by Feminist Theory, Chilly Climate Theory, and Bourdieu's Theory of Social Reproduction, a quantitative cross-sectional design was employed with Moroccan secondary school students. Principal Component Analysis supported the construct validity of the two five-item subscales, yielding unidimensional structures that explained 57.0% and 52.0% of the total variance, respectively. Both subscales demonstrated satisfactory internal consistency (Cronbach's α = .80 and .76). The findings indicated that students perceived gender-biased classroom interactions involving both female and male teachers. Male students reported slightly higher perceptions of female teachers' preferential interactions toward female students than did female students, whereas perceptions of male teachers' preferential interactions were comparable across student gender. Perceptions of female- and male-teacher gender bias were positively and significantly correlated, although the association was modest (r = .151, p = .007). Overall, the findings support the reliability and validity of the Gendered Classroom Interaction Climate Scale and provide empirical evidence on gender-biased classroom interactions in Moroccan secondary schools. The study provides a reliable instrument for future research and offers practical insights into how classroom practices can become more equitable and inclusive.