Abstract

Girls and boys are still far from equal in U.S. elementary and secondary schools. Research on teacher-to-student and student-to-student classroom interaction patterns, reviews of curricular materials, and data on participation in extracurricular activities suggest that the school climate is less encouraging for girls and young women than it is for their male classmates. Even testing and assessment procedures give an inaccurate picture of girls' abilities and thereby limit their options. This article reviews current research and makes specific recommendations for actions to create a more gender equitable environment in the nation's schools.