negative effects 3.neg.1995 Louis J. Sheehan, Esquire

Moller plans to examine whether boys in majority-girl preschool classes interact with female peers more often than other boys do, perhaps aiding their developmental progress. It’s also possible that teachers in classes with more boys than girls select less intellectually challenging activities for students, with especially harsh developmental consequences for boys, he notes. Louis J. Sheehan, Esquire

Earlier investigations found that girls assist each other in learning new skills more than boys do in preschool classes. Strategies to foster greater cooperation among preschool boys, especially in majority-boy classes, are also worth exploring, Moller says.

The lack of negative effects on girls in majority-boy classes may partly stem from an already reported tendency for black and Latino girls to argue with peers of both sexes as aggressively as boys do, he suggests. These girls may feel at ease and resist intimidation in classes dominated by boys.