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beyond), where it's important to find a mentor, get help and advice, good recommendations,etc.

• This may be partially the "fault" of the young women, if they do no actively seek out mentors, or participate as fully in the "networking"; but it may also be partially the fault of the (primarily male) faculty, whose natural tendency is to help "people who remind them of themselves" (the "clone" phenomenon)

It may be that some form of informal support(sources of information; mentoring; etc.) is a key factor at the transition points. (Elementary to jr. high; jr. high to HS; HS to college; etc.)

• note that peer groups are OK, but require leadership and a source of information to serve this role. It really does matter how the groups are constituted.


Classroom interactions.

1. The general findings of the Sadkers are not controversial; their research techniques and methods are questionable, but several groups have seen the same things in their research. That is, their observations are accurate, and are supported by the literature.

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• It would be valuable to reproduce and quantify the Sadkers results;

• the connection between these finding and later achievement or self-esteem has not been established. This would be an interesting area of research.

2. All of the findings are consistent with the notion that teachers tend to view girls as "incompetent"