ABSTRACT
This chapter examines selected findings from research on gender construction in the classroom. It presents findings from a survey of teachers' beliefs carried out in primary schools in Greece aiming to cast light on one aspect of the hidden curriculum which has important implications for children's gender socialisation in school. A female teacher highlighted another interesting aspect of the problem as she implicitly claimed that girls are also restless but try to hide it in order to conform to the Greek feminine stereotype. The beliefs that teachers have and convey to their pupils are a set of ideologies about their learning abilities, classroom interaction, the curriculum and gender. They are important because there are implicit assumptions, incidental and probably unintended, which are learned by the pupils without necessarily being referred to explicitly and so form a major part of the hidden curriculum.
