Maura Pilotti, Prince Mohammad Bin Fahd University, Saudi Arabia
Khadija El Alaoui, American University of Iraq Sulaimani, Iraq
Yalda Razmahang, American University of Iraq Sulaimani, Iraq
Zaynab El Bernoussi, International University of Rabat, Morocco
Saya Abdulrahman, University of Iraq Sulaimani, Iraq
Published: October 22, 2021
Citation: Pilotti, M., Alaoui, K. E., Razmahang, Y., Bernoussi, Z. E., & Abdulrahman, (2021). Do Cognitive Dispositions and Gender Matter in Applications of Culturally Relevant Pedagogy? A Pilot Study at an Iraqi University, 9(5). https://doi.org/10.22492/ije.9.5.02
The present pilot study examines the extent to which particular individual differences (i.e., general self-efficacy, goal orientation, and decision-making styles) may shape academic success in courses conforming to the principles of Culturally Relevant Pedagogy (CRP). End-of-semester course grades were used as a coarse, institutionally mandated measure of academic success. Gender differences were observed. For female students, a learning orientation was related to academic success. However, female students’ academic success was also related to their reliance on specific decision-making styles (i.e., vigilance and hyper-vigilance). Male students’ academic success was not significantly related to any of the individual difference measures. These findings suggest that applications of CRP may benefit from the recognition of students’ preexisting dispositions and that such dispositions may differ between sexes. A discussion follows regarding how information regarding students’ preexisting differences may benefit CRP instruction.
COVID-19 pandemic, gender discrepancies, online English learning, online learning, online learning barriers
Erratum: The following correction took place October 27, 2021: Page 29, paper 2: A Pilot Study at an Iraqi University” : Zaynab El Bernoussi's institutional affiliation was incorrectly listed on the title page with the wrong country, it was changed to “International University of Rabat, Marocco".