Abstract
In this paper, I present the findings of a case study I conducted in a senior high school in China with 47 students and their teacher. An ethnographic classroom observation approach was employed in my study. The findings showed that differential teacher treatment by gender did exist. Educators at all levels need to be aware of the fact that learners may respond to similar educational experiences in different ways. Then we can work toward a balance between providing both male learners and female learners with all types of educational experiences and helping both males and females acquire the skills necessary to benefit maximally from various types of learning environment.
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