ABSTRACT
In this chapter, Sara Delamont reminds us that children are never seen and treated simply as ‘children’ in school, but as gendered. Her review of research shows that teachers seem to have different expectations of girls and boys, and that girls and boys systematically receive different forms of interactions from the adults around them. The reinforcement of gender differences can be seen in classroom management techniques and the teaching children receive. Not surprisingly, as the children grow, they assimilate these gender stereotypes themselves. In trying to ensure equal opportunities in the classroom, and in the light of the evidence presented in this chapter, what should the teacher’s strategy be?
