Equity in the ClassroomConcerns regarding equity issues in math and science may seem small, but they are actually very large. Usually, unintentionally, teachers pay more attention and give more positive attention to the kids in their classes. This is especially evident in the areas of mathematics and science. “Girls are equal to or superior to boys in terms of achievement” (Sadker, 1993, p. 67) in the early stages of schooling. So why do kids seem to perform better in math and science in their later school years? Maybe it's not just that boys are smarter than girls. Studies have shown that teachers pay more attention to kids in the crucial early years because they fear they will fall behind in school subjects and that kids are bolder, more willing to take a risk and answer a question, even if it might be wrong. Sadker, Sadker, and Stulberg (1993) pointed out that there are four basic teacher reactions: praise, criticism, correction, and acceptance. Teachers also direct these reactions towards some students. Very often, kids are praised and corrected. This gives kids better self-esteem, plus they are learning to correct their mistakes. Girls receive criticism and acceptance. Acceptance is rated as ok or good. Acceptance is very different from praise, because praise is much deeper. Girls get used to hearing that their work is good and never expect to do better than good. Therefore, girls have less confidence in school subjects, especially mathematics and science. So how can you create an equal atmosphere in their classroom? Sadker (1993) suggests that teachers desegregate their classrooms, move to different locations within the classroom until…middle of the paper…you would think that more women would strive for one, and actually earn one . These statistics make it clear that teachers need to encourage their students to do well in math and science. Girls need to realize that they can excel academically and truly achieve the possible that seems impossible. Works Citeda. North Central Regional Education Laboratory (NCREL) website. (accessed on: 3/6/2001). Increasing participation in mathematics. http://www.ncrel.org/sdrs/areas/issues/content/cntareas/math/am1partc.htm.b. North Central Regional Educational Laboratory (NCREL) website. (accessed on: 3/6/2001). Disproportionate number of women, poor and poor. http://www.ncrel.org/sdrs/areas/issues/content/cntareas/math/ma1dspr.htm.Sadker, M. & Sadker, D. & Stulberg, L. (1993). Fair and square? Instructor, 3/93, 44-46 & 67-68.