Stockard, Jean2023-06-132023-06-131980-07-21https://hdl.handle.net/1794/2838822 pagesPrevious theory and research suggest that the sex-typed definitions of school, the student role, and various subjects are important influences on sex differences in students' achievements and aspirations. Building on this work the current project will investigate how the sex-typed nature of the school, specifically the sex ratio in the professional staff and student body, affect sex differences in students' grades, achievement in various subjects, and adult aspirations. The sex-typed definitions of learning within the general culture and individual characteristics such as social class and attitudes toward school are also known to influence sex differences. Measures of these variables will then be controlled in the analysis. To provide the widest variation in the measures, data from an extensive cross-cultural study of achievement will be used. A follow-up study within the United States is planned. That study will examine how classroom interactions vary with the sex-typed nature of the school and classroom and thus affect sex differences in achievement.enCreative Commons BY-NC-ND 4.0-USsex ratioinequityadult aspirationsArticle