A review of research on sex role differentiation in classroom interaction reveals that women are marginalized from education by its content and by the classroom interactional processes. Sex-role stereotyping exists in curriculum materials at all educational levels, with textbooks more likely to portray boys in active roles and girls in passive roles. More stories are about boys or are illustrated with boys' pictures than with girls' pictures. Little space is given to the achievements of women, and sexist language is common. In addition to curriculum materials, students are exposed to sex-role stereotyped materials and advice in guidance counseling offices. In the classroom, teachers communicate sex-role expectations in various ways, including use of sexist language, calling on male students more often than on female students, and asking male students questions requiring critical thinking or personal evaluation, while asking female students questions requiring factual answers. Criticism of female students focuses on their lack of knowledge or skill, whereas criticism of male students focuses on disruptive behaviors. Overall, male students dominate talk and space. In these ways, sexism in the educational environment affects the self-concepts of students, their curriculum choices, and their occupational choices. However, several communication researchers suggest strategies for change, such as (1) paying attention to classroom interaction patterns; (2) using terminology that includes both males and females in the group; (3) responding to male and female students in the same way; and (4) intervening in communication patterns that shut out females. (A student-faculty communication checklist, teachers' self-evaluation questionnaire, student perception questionnaire and 33 footnotes are appended.) (MM)