Part 1

The following is a list of six micromessages that can be categorized as non-verbal, para-verbal, or praise and criticism cues. In which category does each one belong? The answers are provided at the end of this document.

1. Waiting longer for boys’ answers than those of girls.
2. Praising girls more for the form and appearance of their work, and praising boys more for the content of their work.
3. Rolling eyes over ideas before they are discussed or even fully expressed.
4. Folded arms, looking away or doing other tasks while a girl is speaking.
5. Responding more extensively to male students’ comments.
6. Giving boys hints for how to solve problems for themselves, but solving girls’ problems for them.

Part 2

The following is a list of another six micromessages that can be categorized as verbal, contextual, or omission cues. In which category does each one belong? The answers are also provided at the end of this document.

1. Providing a dressing room for males in automotive technology but requiring females to go into another area of the school to change.
2. Expecting Chinese students to turn in mathematics homework routinely but have lower or no expectations among other students, such as Hispanic or African American.
3. Recommending AP Calculus more to males than females and AP Biology more to females than males.
4. Phrasing teaching examples so that professionals, doctors, lawyers, scientists are “he” and the weak and irrational are “she.”
5. Using female references as negative labels or insults, such as “You throw like a girl” or “You act like a girly-man.”
6. Having hearts, flowers, or traditionally female decorations on walls, shelves, and desks in a medical or health-related classroom.

Answers for Part 1: Non-verbal, para-verbal, and praise and criticism cues

1. Waiting longer for boys’ answers than those of girls. (Answer: para-verbal)
2. Praising girls more for the form and appearance of their work, and praising boys more for the content of their work. (Answer: praise and criticism)
3. Rolling eyes over ideas before they are discussed or even fully expressed. (Answer: non-verbal)
4. Folded arms, looking away or doing other tasks while a girl is speaking. (Answer: non-verbal)
5. Responding more extensively to male students’ comments. (Answer: para-verbal)
6. Giving boys hints for how to solve problems for themselves, but solving girls’ problems for them. (Answer: praise and criticism)

Answers for Part 2: Verbal, contextual, and omission cues

1. Providing a dressing room for males in automotive technology but requiring females to go into another area of the school to change. (Answer: contextual)
2. Expecting Chinese students to turn in mathematics homework routinely but have lower or no expectations among other students, such as Hispanic or African American. (Answer: omission)
3. Recommending AP Calculus more to males than females and AP Biology more to females than males. (Answer: omission)
4. Phrasing teaching examples so that professionals, doctors, lawyers, scientists are “he” and the weak and irrational are “she.” (Answer: verbal)
5. Using female references as negative labels or insults, such as “You throw like a girl” or “You act like a girly-man.” (Answer: verbal)
6. Having hearts, flowers, or traditionally female decorations on walls, shelves, and desks in a medical or health-related classroom. (Answer: contextual)

Back to page 2.6