14% Latino students, 5% African American students, and a very small percentage of Asian American and Native American students. (Thorne 6-7) Observations were recorded about how students interacted in the classroom, during lunch, during recess, and at other times during the school day. Particularly relevant to the subject of gender are Thorne's findings on how students chose to interact with one another based on gender (among other factors), the ways in which students formed social groups, the activities that were dominated by either male or female students, and even how teachers and other adults encouraged or reinforced stereotypical gender roles. In one classroom, the every day seating was divided by gender (Thorne 37), and in both schools patterns of sex division were observed, such as having a "boy line" and "girl line," (Thorne 40) or having geographical areas of the playground be "boy territory" or "girl territory." (Thorne 44-45) Thorne describes how boundaries are created between male and female students, which are more pronounced in older elementary school students than very young ones, and a sense of being on "opposite sides" is established between boys and girls. (Thorne 63-88) Thorne additionally comments on the cultural differences between male and female students (Thorne 89-109), and the ways in which s
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