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males, particularly in physical education, math, and science, and even stan-
dard greetings and language patterns will highlight these perceived differ-
ences.

Boys' sports will receive more emphasis, better coaching, superior equip-
ment, more encouragement in the form of cheerleaders, and so forth, than
girls' sports, because physical strength will be perceived as more important in
the male sex. More will be demanded of boys in the areas of mathematics and
science, whereas females will be prepared for the gentler tasks of mother-
hood and all its associated roles -- such as child nurturer, cook, nurse, and
seamstress. The school board, the librarian, and the classroom teacher will all
cooperate to ensure that textbooks, curriculum materials, and the library
holdings endorse these views about sex-role behavior. Far from being imagi-
nary, such a school, even today, is sadly commonplace.


Notes
1 This bill (S1373, HR 3955) was referred to five different Senate and House com-
mittees.
2 An example of the argument at its worst occurs in Michael Levin's attempt to
persuade us of the evils inherent in parallel terms of address for males and females, in
particular, the evils of a term such as Ms., which, in failing to reveal the marital status
of an adult female, threatens the survival of the species. Michael Levin, "Vs. Ms.," in
Sex Equality, ed. Jane English ( Englewood Cliffs, NJ: Prentice-Hall, 1977), 216-219.

-40-

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Publication Information: Book Title: The Gender Question in Education: Theory, Pedagogy, and Politics. Contributors: Ann Diller - author, Barbara Houston - author, Kathryn Pauly Morgan - author, Maryann Ayim - author. Publisher: Westview Press. Place of Publication: Boulder, CO. Publication Year: 1996. Page Number: 40.
    
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