This evolution has grown to the point where it is the girls not only making inroads to these once male bastions but now beginning to really make their presence felt. There are important school achievement differences between boys and girls, although over the past few years the gap has been closing. In relation to the subjects being chosen to be undertaken by both the sexes, there is no longer this disparity between the sexes, where each is making progressive steps into the others traditional domain. The constantly changing dynamic school of today has grown to be characterised by the ability to accommodate the needs of both the young males and females of society, where both sexes have the right to gain an education in an environment which is not gender biased. They state that teachers often hold expectations about individual students and groups of students, and as these are sometimes based on gender, therefore limiting the opportunities presented.
Teachers initiate more low level and high level interactions.
It is often the level of interaction between teacher and males and females which is used to explain the imbalance between boys and girls performance in science and maths. Boys and girls develop friendship patterns along gender lines often regulating and reinforcing their own behaviour. As a result, boys and girls develop different modes of operating in the same educational environment. Boys appear to benefit more from competitive learning structures, while girls benefit more from co-operative learning environments. Much curriculum material is also identified as being gender stereotyped.