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     ·these views can lead to "tracking". The findings 
     of studies of tracking are relevant to our 
     discussion.

     3. Detailed studies of same-sex classes/schools have not been done; thse could shed some light on the issues. At present, single-sex classes appear to present opportunities, but not solutions.

     4. What are the ways in which we habitually disfavor some groups of students (even with the best of intentions)? For example, by having students volunteer to answer questions, we tend to favor boys: they raise their hands more, hence talk more in class, get to"participate", "say the words" of science and math.

     5. Boys and girls are different; but our culture amplifies the differences.
     ·Any sorting in co-ed classrooms that's done by 
     sex can exacerbate the problem (by creating "in" 
     groups and "out"groups)

     6. A possible intervention is to look at the encourage different (effective) "learning styles"; not categorizing them as gender-specific, or characterizing some as "male" and some as "female".

     7. It is important to look at how to improve the "discourse" in math/science. This benifits everyone in the classroom, as these areas would no longer encourage "survival of the fittest".

B. Participation.
   1. Math: About the same percentage of boys and girls take math through geometry; a slightly higher percentage of boys takes trig. By calculus, the ratio of boys to girls is about *** to 1. By the end of high school, about 60% of the students who have taken at least 4 years of math are male.