الثقافة السائدة في صفوف المدرسة الابتدائية للبنات بمدينة الرياض : دراسة إثنوغرافية
The study aimed to recognize the nature of social relationships inside the primary school classroom. It also aimed to recognize the nature of school control methods dominant in the primary school classroom and to determine the values and attitudes within the primary school classroom. The researcher used the ethnographic approach and applied the semi-standardized interview to the female teachers in order to collect the study data, the interview was prepared after studying the international standards for school culture and the Flanders decimal system, the observation was also applied to the female students without their participation. The data was recorded using paper, pen and photographic camera. The study used the purposive sample selecting a school in the east of Riyadh. The study sample consisted of (5) female teachers and (25) students at a school classroom. In order to analyze the results, the researcher went through the following steps: reviewing the field notes, then searching and selecting symbols, determining stereotypes, then selecting categories, and explaining them. The study reached several results, the most important of which are: the ethnic, regional, economic and social differences that negatively impact the relationship among the female students. There are lots of quarrels among the students in the class, the relationship between female teachers and students is authoritative, female teachers are not willing to develop the students' skills and talents, There are no clear classroom regulations to rule both the female teachers and students. Cooperation in classroom activities and competition are the only clear values while there is weakness in the following values: freedom and expression of opinion, respect, motivation for achievement, and sports values. In the light of these results, the study made a number of recommendations, the most important of which are: Following the "multicultural curriculum" that prompts students to talk about their cultural differences, confronting stereotypes that are characterized by both positive and negative features in a respectful environment. Involving the female students in classroom decision-making, and holding training courses for teachers and students, the training courses should centered on humanitarian relationships in schools. (Published abstract)