Abstract
The relationship between opportunities for cross-sex peer learning and student attitudes toward cross-sex peer learning in science was addressed in an analysis of data from 29 fourth- and fifth-grade classrooms. It was found that teachers rarely organize instruction to encourage peer learning and that students are generally unwilling to work with a cross-sex classmate on science projects. Students in classrooms exhibiting relatively higher levels of collaborative opportunities held statistically significantly less stereotyped attitudes than students in classrooms where collaboration was relatively rare.
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