g the content and direction of students' talk during classroom discussions. Singh (1997) states 1educators need to decide upon a philosophical position to follow. Teachers need to be aware of their role in shaping gender perceptions among learners. In 1995 David and Jacqueline Sadker found that females were being shortchanged in classrooms. Girls received less praise, help, and intense instruction that creates academic confidence and success. Boys attracted more attention by calling out and acting up, demanding more teacher time and talent. The well-behaved girls became spectators as boys soared past them in the standardized tests the girls once excelled at. Researchers also found that boys asked more questions, were given a more detailed and constructive criticism of their work. They were also treated more tolerantly than girls during out bursts of temper.The Sadkers asked the question, would females benefit from attending all-girl schools? Here the girls would be surrounded by high achieving female displays and role models. Single-sex schools take pride in strong women role models such as coaches, math and science teachers and most importantly as heads of schools. In coed schools, men monopolize status positions in athletics and positions of power. In 1995 men held two out of three elementary principalship positions, 90% of high school principal positions, and an even higher percentage of superintendencies. Is a single-sex school a place to promote female self-esteem and self-concept which declines among girls as they enter adolescence? The Sadkers caution against the creation of single-sex educational opportunities. They cited that history has shown that when students are separated by race or gender, the lower valued group ends up with fewer resources and a weaker education. How can we meet the needs of all students and promote positive self images for all? 2Sadkers stress the need to strengthen the coed education model. Several ...
