Boys get more attention in the classroom than girls. There's no doubt about it. Reams of studies show that teachers, from preschool to grade school, interact more with males than females. Especially in grade school, boys are called on more often. They get more constructive criticism, and they're asked more challenging questions. A landmark study by the American Association of University Women found that when science teachers need help with demonstrations in front of their classes, four out of five times they call on a boy rather than a girl (Cranhower 42).

Those are the facts. What those facts mean, however, is not so clear. Some parents and teachers believe studies on gender bias in the classroom are misleading and that this kind of gender bias does not adversely affect a female's ability to gain knowledge or to get high grades. Others believe that these studies show that girls are being shortchanged by American education. I agree with the latter group. I strongly believe that giving boys more attention in the classroom has affected girls' learning abilities.

1. What is the topic? How do you know? What is the author's project or thesis? Is the thesis clearly stated? What is the thesis statement and where is it stated?

2. How does the author attempt to engage the reader? Do you think his approach is successful? Why or why not?

First of all, boys are encouraged to participate more actively in class discussions and projects, and as a result, girls internalize this encouragement as a sign that their voices are not as valid or interesting as their male counterparts. Recent studies have confirmed that teachers elicit active, vocal participation from boys by calling on them in class more often than they call on girls (Mannheim 176). Whether consciously or subconsciously, girls internalize this bias as an invalidation of their own contributions. Girls, subsequently, often visibly react by not raising their hands and not volunteering for class projects.

3. Where does the supporting point section begin? How do you know? What is the author's first supporting point? How do you know?

4. What is the function of the above that begins First of all . . . paragraph? How does it promote the writer's argument?

David Sadker, a professor of education at American University, did a number of studies with his wife, Myra Sadker, showing that from grade school to grad school boys are more likely to shout out answers or otherwise make comments without being called on. Typically, teachers answered the boys who called out but chastised the girls who called out with comments such as "Please raise your hand if you want to speak" (Sadker and Sadker 46). We can assume that girls in this kind of stifling environment would soon learn that their thoughts and comments are not as welcome or even as highly valued as the ideas of their fellow male students. At the same time, boys' assertiveness is rewarded while girls are taught that it is better to be reticent and wait their turn. This thwarting of ambition can have lasting and major effects on a girl's future. Today Sadker frets that a cure for cancer might be "locked in the mind" of a girl who never pursued the kind of science education that would unlock it (Sadker and Sadker 49).

Pat O'Reilly, professor of education in the field of developmental psychology at the University of

Cincinnati, agrees that many teachers call on boys more. However, she defends teacher motivations by claiming that boys have shorter attention spans, and the teachers are trying to keep them involved and interested. Whatever the reason, O'Reilly agrees that this type of classroom gender bias has a negative effect on girls. O'Reilly states: "How does this affect girls? They feel less involved and sometimes they feel left out" (O'Reilly 76). O'Reilly points out that boys are more apt to raise their hands just to have the opportunity to speak - even if it means the embarrassment and risk of giving the wrong answer. On the other hand, perhaps because of the gender dynamic, girls seem to lack confidence, and consequently, are less likely to participate in class discussions (O'Reilly 72).

5. Why does the writer of this essay include parentheses that enclose words and numbers? What do these words and numbers communicate to the reader? Is this information important? Why?

6. Who is Pat O'Reilly? Is it important for the reader to know this person's precise identity? How does this information promote the writer's argument?

7. What does the writer think about the Sadkers' finding that "teachers answered the boys who called out but chastised the girls"? Why do you think the author expresses his opinion at that juncture?

Clearly, active, vocal class participation is a significant method by which students learn. Students internalize complex concepts more readily when they are able to vocalize thought processes through discussion and dialogue (O'Reilly 72). If a student is discouraged or prevented from vocal participation in the classroom forum, then we can conclude that this student is not receiving the full benefits that the school curriculum has to offer. Thus, as long as teachers continue to encourage boys to participate in classroom discussions and activities while discouraging girls to do the same, we can assume that girls are not getting equal access to education.

8. What is the function of the last paragraph in this supporting point section?

9. What are some of the connecting and transition sentence adverbs used in this section?

10. The supporting point #1 section is three paragraphs beginning with the First of all . . . paragraph and ending with the Clearly, . . paragraph. All three paragraphs discuss the same supporting point. But what is the function of each of these three paragraphs in the discussion? In other words, what is the main point of each paragraph?

The Treat Girls Differently, Don't They? Timothy Harper