ABSTRACT
This chapter describes the contradictory findings regarding gender inequities in education, shows how gender is constructed in the classroom and outlines different approaches to improving girls’ educational experience. It discusses the gender differences that either favor boys or girls by showing how these findings are shaped by the research question, theoretical perspective, and type of analysis. The chapter deals with a discussion of feminist pedagogy, which is grounded in feminist theory, and also shows how this perspective offers an alternative to gender inequality research and practice and can be used to create more equitable environments that support learning for all students. Research shows that African-American boys have a greater risk of special education placement, higher rates of school suspension, and higher rates of grade retention than their white counterparts. Females are also more likely to take on traditional feminine roles in schools such as caring for sick children and preparing food.
