Barbara's observations in these science classes gave her the impetus to develop and offer a new graduate seminar class-Gender, Culture and Literacy-designed to raise awareness of how gender and culture affect literacy development and practice. In this course, participants reflected on their own gendered literacy practices in light of insights gained from class readings and discussions. A student in the first section of this class, Margaret Gritsavage (1997a), conducted an analysis of fellow graduate students' talk in class sessions. An analysis of the discourse of classroom talk showed that as Barbara as instructor intentionally gave up that role to become a coparticipant and facilitator, the relinquished power was taken up by the oldest male student in the class, Carl. Analysis of audiorecorded conversations from each session revealed how Carl dominated classroom discussions. He accomplished this with an asymmetrical number of conversational turns and the inordinate length of these turns, as well as by using interruptions to gain and maintain control of the conversational floor.