Equity for boys and girls: Some important issues

Abstract

Societal trends in Australia include an expansion of the number of women in the workforce. Females seeking employment, however, are often at a disadvantage for their choice of school subjects has not always prepared them for the mathematical and scientific career options available within an increasingly technological society. Thus their career choices have, unfortunately, been narrowed. The current unemployment problem across Australia has exacerbated this situation for females. Schools and the system of schooling have been challenged to review their educational objectives for it is obvious that there are inadequacies in both the system and the practice. What was acceptable practice in the past is not necessarily acceptable now. Parents and educators are questioning current practices more than they have done in the past. Male‐female differences in educational achievement cannot be explained by current understanding of and research into basic sex differences in ability. It has been acknowledged that the teacher is a potent model and important influence in shaping behaviour, especially in the early childhood years. Chanelling children into sex‐stereotyped activities can begin at the pre‐school level. In the paper research is reported upon which analysed areas of differences in teachers’ interactions with boys as compared with girls at the pre‐school level. The analyses in the study afforded some evidence which may stimulate self‐analysis of teaching behaviour and ultimately redirect teaching behaviour thus reducing sex‐differentiated patterns of classroom interaction.