Class gender and science teaching processes

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Abstract
The classroom behaviour of 202 boys and girls in matched co‐educational and single‐sex environments were analysed. Within the co‐educational classes, it was found that equal opportunities were provided for girls and boys to interact with both the teacher and resource materials. It was also found that the presence of a male teacher did not disadvantage girls with respect to classroom behaviours. For the sample studied, the profiles of intellectual behaviours practised by girls in single‐sex classes were not significantly different from those recorded for girls in co‐educational classes. Implications for various theoretical perspectives on gender differentials in science achievement are discussed and proposed policy changes, involving feminizing school staff hierarchies and introducing sexist groupings for children learning science, are evaluated.