' behavior and ideas are often skewed toward one gender:
             "Teachers selected ability as the cause of their most capable males' success 58% of the time, and the cause of their best females' success only 33% of the time. Most capable females' successes were due to effort 37% of the time, while best males' successes were due to effort only 12% of the time." (Peterson, Carpenter, Lubinski, 1990, p. 178)
             The teachers involved in this study obviously felt that males were more capable than their female classmates. This skewing occurs more predominantly in math and science classes; this skewing occurs outside of school, as well, with parental treatment following the teachers' sexist patterns. Even in situations in which the girls "had higher grades, higher standardized test scores, and higher teacher ratings in math, parents believed that math was harder for girls than boys" (Reis & Park, 2001). One possible explanation for these discrepancies lies in the fact that "in science lecture classes questioned boys on the subject matter 80% more often than girls" (Reis & Park, 2001). It is inexcusable that a teacher would involve males in the class more than females. The treatment that male and female students receive from their teachers and parents affects them in a number of ways:
             "Stereotypes about females' ability in mathematics may have emerged because they usually perform poorly compared to mal
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