Teacher Attitudes; Teacher Influence IDENTIFIERS Lateral Preference

This study examined gender differences in laterality, socialization, and educational achievement in fourth graders and determined which characteristics predicted mathematical and language achievement. The participants were four fourth grade classes comprised of 32 boys and 45 girls at an elementary school in a small rural town. Measures used were three project-constructed questionnaires--the Student Self-Analysis of Socialization (SSAS), Parent Self-Analysis of Socialization (PSAS), and Teacher Self-Analysis of Socialization (TSAS); a Problem Solving Questions (PSQ) measure; the Laterality Survey; and numerical English and mathematics grades at the end of the school year. Discriminant analysis resulted in a highly significant model; with 87 percent of the children correctly classified. Those variables which best discriminated between boys and girls were their English grades