There is little reason to think that the gender differences in classroom interaction have a direct effect on academic attainment. However, it may be that classroom interaction affects pupils' attitudes and this, I would argue, may have long-term effects. In the research, dislike of their relative roles emerged most clearly in relation to computer-based work, where girls resented the physical control of boys. There are signs that it also applies to the science laboratory and the avoidance of computing and the physical sciences by girls is well known. An equally important point relates to speaking out.
Boys dominate talk in the classroom.
This gives them experience of being listened to and responded to in a public setting while the experience of girls is to do the listening and, to some extent, the responding. The evidence does not support the view that teachers are responsible for every gender difference found in classrooms but they might consider giving more recognition to the supportive part played by girls, which often parallels their own. Girls contribute to male dominance too, for example by tending to ask boys for help rather than girls. On the other hand, there is evidence that some differences, such as attitudes to computing, emerge during schooling. Schools also provide a setting where gender patterns can be practised and consolidated.