Take single-sex math and science classes. While they seem like a logical way to give girls a jump-start in these subjects, new research suggests this initiative—championed over the past two decades as a possible solution—may backfire.
In a study published last year, psychologist Howard Glasser at Bryn Mawr College examined teacher-student interaction in sex-segregated science classes. As it turned out, teachers behaved differently toward boys and girls in a way that gave boys an advantage in scientific thinking.
