This study examined the effect of the gender specific aspects of a child's clothing and a child's sex on the type of interaction that occurred between the child and the teacher. A stratified random sample of second graders, including urban (n=104), suburban (n=77), and rural (n=49) districts, was used, drawing on two classes from each of six school districts. Principals and teachers were told that the purpose of the study was to observe children's clothing practices and their interactions during class. No mention was made concerning the teacher's interaction with the child. Sex and gender aspects of clothing were found to be related to teacher student interaction. Male and female children who were dressed in a unisex manner were the most likely to experience positive interaction while those dressed in the most gender specific manner were the most likely to experience reproof. In keeping with the findings of previous studies, male students rated significantly higher than female students in interaction with their teacher. (Contains 2 tables and 17 references.) (BT)