Sex Roles, Classroom Instruction, and Reading Achievement.

And Others; Bank, Barbara J.

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Peer reviewed

ERIC Number: EJ229154

Record Type: CIJE

Publication Date: 1980-Apr

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Sex Roles, Classroom Instruction, and Reading Achievement.

And Others; Bank, Barbara J.

Journal of Educational Psychology, v72 n2 p119-32 Apr 1980

Several explanations have been advanced for sex differences in reading achievement, including hypotheses based on physical maturation, female teacher bias, teacher discrimination, feminization of reading, differential response to pupil behaviors, and sex-relevant teaching styles. Evidence for and against each of these hypotheses is presented, and implications are suggested. (Author/GDC)

Descriptors: Elementary Education, Etiology, Expectation, Physical Development, Reading Achievement, Reading Research, Sex Differences, Sex Stereotypes, State of the Art Reviews, Student Attitudes, Student Teacher Relationship, Teacher Attitudes, Teaching Styles, Women Faculty

Publication Type: Journal Articles; Information Analyses

Education Level: N/A

Audience: N/A

Language: English

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Authoring Institution: N/A

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