Unfair differentiation, fragmented interventions, and gender reinforcement: a qualitative study of how students experience teachers' school climate work on gender.
- DOI
- 10.3389/fpsyg.2026.1659564
- Published
- 2026
- Container
- Frontiers in psychology
- Publisher
- Not recorded
- Open access
- yes
Credibility signals
limited evidence Score 45/100 under policy 1.0.0. This is a metadata assessment, not a judgment of the paper's conclusions.
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Cite this work
BibTeX
@article{allodium:10.3389/fpsyg.2026.1659564,
title = {Unfair differentiation, fragmented interventions, and gender reinforcement: a qualitative study of how students experience teachers' school climate work on gender.},
author = {Forsberg C and Thornberg R and Hammar Chiriac E},
year = {2026},
journal = {Frontiers in psychology},
doi = {10.3389/fpsyg.2026.1659564},
url = {https://doi.org/10.3389/fpsyg.2026.1659564}
}RIS
TY - JOUR TI - Unfair differentiation, fragmented interventions, and gender reinforcement: a qualitative study of how students experience teachers' school climate work on gender. AU - Forsberg C AU - Thornberg R AU - Hammar Chiriac E PY - 2026 JO - Frontiers in psychology DO - 10.3389/fpsyg.2026.1659564 UR - https://doi.org/10.3389/fpsyg.2026.1659564 ER -
APA
C, F., R, T., & E, H. C. (2026). Unfair differentiation, fragmented interventions, and gender reinforcement: a qualitative study of how students experience teachers' school climate work on gender.. Frontiers in psychology. https://doi.org/10.3389/fpsyg.2026.1659564
Source records
- pubmed · retrieved 2026-09-25T17:41:17.148Z