It is argued that the sexes get different feedback from the culture, and from teachers in particular. The hypothesis is explored that teachers are less responsive to and interested in girls than boys, and that the feminine strategy of withdrawal and avoidance of assertiveness develops in response to these teacher behaviors. Subjects were eight first graders and eight fifth graders, half boys and half girls. The mean number of hours of observation per subject was 9.5. Results indicate a growing differentiation among children by sex and achievement grade as they go from grade one to grade five. Although, as expected, decreased participation among girls was found, the attempt to find teacher behaviors that would shape decreased participation was unsuccessful. (Author/HMO)