ABSTRACT

Social institutions are organized along lines that reflect both common sense and society's values. Boys and girls, therefore, generally attend school together because having children of the two sexes in one school is more economical and this practice matches social norms of gender egalitananism. In elementary school, boys typically get lower marks than girls in reading and deportment. The poor school performance of boys in elementary school has serious long-term consequences. Marks are understood by parents, classmates, and students of all socioeconomic levels, and schools issue them often, usually at least four times a year. Teachers are not the only ones who treat young boys differently from young girls. Families also treat children of the two sexes differently, and their gender-related actions also can have consequences for schooling. Society "expects" gender differences in young children's reading marks and classroom behavior that favor girls. The chapter points up school practices that favor girls' educational careers and family practices that favor boys'.