Department of Educational Psychology
Date of this Version
September 1994
Abstract
The purpose of this article is to clarify issues of gender relevant to the practice of consultation with classroom teachers. Social psychological and educational considerations are reviewed as grounding for gender-fair educational practices which consultation can help to bring about. Finally, the specific implications of this theoretical and empirical grounding for the practice of organizational, behavioral, and mental health consultation are explored.
Comments
Published in JOURNAL OF EDUCATIONAL AND PSYCHOLOGICAL CONSULTATION, 5(2), 93-113. Copyright 1994, Lawrence Erlbaum Associates, Inc. Used by permission.