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Part of the problem is the perceived usefulness (or lack of usefulness) of the fields. Boys see math as more useful to their ultimate careers.

Confidence: boys consistently overestimate their ability on tasks; girls consistently underestimate their abilities.

8. Curriculum, though improving, is still male-oriented.  studies have been done in which the task required of the student is changed, but the process that student must go through to perform the task remains the same; the result is that girls then perform better than they do on the "classic" projects. (This may work for at-risk students also)

It is desirable to encourage/develop approaches that promote "individual learning". This would benefit both boys and girls.

Use technologies to promote and develop equitable activities. Among other things, technology allows teachers to be less text-dependent.

9. influence of stereotypes: Claude Steele research (still questionable, but interesting) uses Stanford and UMich undergrads.....by telling students a test is (or is not) gender biased, gets different results. [Interprets this as: math is a male domain....generating anxiety befor the test]

10. It is important to appreciate that change is slow. It will be most productive to take an approach that tries to "add ideas" to the discussion, and to people's views of stereotypes. [Conceptual change is difficult and slow--new ideas must be presented as alternatives.]



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other stuff:

- look for opportunities outside classrooms (e.g. the media, Girls, Inc, etc.)

- Consider the idea of "focus groups" to bring kids together to talk about these issues (i.e. try to listen to them)

- Consider ways to improve the image of the fields in society (e.g. through the media)