1. Chapter Four

2.  Sex and Gender are two different things  Sex is  a biological designation  Gender is  Social psychological behavior

3.  Media, family members, peers, and schools often send contradictory messages about what it means to be female  8-9 year old females are comfortable with themselves, however this slow starts to decline until they leave High School.  The biggest factor influencing girls self-esteem is their appearance

4.  Media, family, peers, and schools help shape behaviors  Boys tend to hide their feelings more than girls  Boys are taught to be tough and strong  Society looks down on those who do not meet those expectations.

5.  Males are more implosive where females tend to put more care into their work.  Males attribute their success to their own efforts and failures to external factors.  Females think success is attributed to good luck and failures to internal factors.

6.  Grades do not follow the patterns reflected in standardized testing.  Test are not the best way of determining intellectual intelligence  One gender, for example, might be better with verbal performance

7.  Teachers interact more with boys than with females in the classroom  Boys are usually asked more complex, abstract, and open- ended questions  For projects teachers tend to give more complex and detailed instructions to boys, teachers tend to take over for girls and deprive them of active learning  When boys perform poorly, teachers often blame failure on lack of effort and when girls perform poorly it is for reasons other than effort  All to often teachers discourage girls from courses of study that lead to high-skilled, high paying careers

9.  Sexist language- words, phrases, and expressions that unnecessarily differentiate between females and males  Four effects of sexist language 1. The use of sexist language promotes sexual stereotyping and the adoption of sex-typed attitudes and behaviors 2. Teachers serve as important models for language learning of children 3. When teachers employ sexist language, their behavior is likely to promote sexism and sexist behavior in their students 4. When the use of sexist language on the part of the teachers can be reduced, an attendant reduction in sexism and sexist behavior in their students can be expected

10.  Nonverbal communication is a very important part of communication  Nonverbal communication according to Wood (2001), states that, are significant in managing identities and interpersonal relationships  Responsiveness is concerned with how individuals are in interaction.  Males use more expansive gestures  Females read more subtle cues such as eye contact

11.  Powell, R. G. & Caseau, D. (2004). Classroom communication and diversity. Enhancing instructional practice. Mahwah, New Jersey