rs call on boys more often and allow them to call out answers eight to 10 times more often than girls” (Leo 1).
It appeared from the conclusions of this study that girls and boys enter school roughly equal in ability and skills, but, by the time they graduate high school, boys appear more interested and higher performing in mathematics and science. More importantly, the gender-bias girls experience as they move through K-12 leaves them not only less adept in such high-level areas, but it also has a detrimental effect on their self-esteem, something that continues to plague their personal an
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