Are Gender-Specific Aspects Relevant for Civic Education?
Christian Boeser’s study, which was completed in 2002, dealt with the relevance of gender-specific aspects in civic education. Three methods were combined in this empirical study: four group-interviews of male and female groups of students, qualitative interviews with eight students of each gender and finally, 165 students filled out a quantitative questionnaire twice. The results of this study show that gender-specific differences exist in different fields. However, the differences of boys and girls often are small and therefore problems caused by gender-specific differences should not be exaggerated. An interesting finding is that gender-specific differences in favorite topics and methodical preferences during civic education are negligible. Yet, the study showed that clearness of lessons is more important to female than to male students, and furthermore, that female and male students have different political interests. It became clear that more girls than boys have problems relating
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