ABSTRACT
Schools make important contributions to intergenerational transmission of gender relations. Not only does life in schools socialize students to divergent gender roles based on their combined race-gender attributes, but schools are complex, gendered environments mirroring other sectors of society (Grant and Sleeter 1986; Kessler et al. 1985; Lesko 1988; McCarthy 1990; Thorne 1985). By living in such environments students come to view differentiation by gender and race as normal in all social relationships. School experience becomes an important anticipatory socialization for inequality in society.
