Gender bias persists in many elementary classrooms, and research (American Association of University Women Educational Foundation, 1992, 1999; Sadker & Sadker, 1994) has documented gender inequity in society. Teachers sometimes perpetuate male dominance in the classroom when they (often unconsciously) make males the focus of instruction by giving them more frequent and meticulous attention (Sadker, 2000). The harmful effects of gender bias and differential treatment on girls' self-esteem, self-confidence, and achievement have been the focus of numerous articles (Bauer, 2000; Sadker, 1999; Streitmatter, 1994; Wellhousen & Yin, 1997). These inequities are so pronounced that the comment from the . . .
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