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.
|Original language||English (US)|
|Number of pages||21|
|Journal||Journal of Educational and Psychological Consultation|
|State||Published - Jun 1994|
ASJC Scopus subject areas
- Developmental and Educational Psychology
- Psychology (miscellaneous)