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Sexism in the Schools: Implications for the Education of Gifted Girls

Author

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  • Lynn H. Fox
  • David Sadker
  • Jennifer L. Engle

Abstract

Over the past 25 years, since the passage of Title IX, there has been much progress in terms of gender equity in the United States; however, subtle but persistent barriers to the academic and career success of gifted girls remain. Some of the roots of the problem lie in the day-to-day experiences of girls and boys in the classroom. This paper describes research on the ways gifted girls are made “invisible” through curriculum and patterns of class enrollment and interaction. The merits and limitations of several suggested ways to improve the educational environment for gifted girls are presented.

Suggested Citation

  • Lynn H. Fox & David Sadker & Jennifer L. Engle, 1999. "Sexism in the Schools: Implications for the Education of Gifted Girls," Gifted and Talented International, Taylor & Francis Journals, vol. 14(2), pages 66-79, September.
    • Handle: RePEc:taf:ugtixx:v:14:y:1999:i:2:p:66-79
    DOI: 10.1080/15332276.1999.11672911
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