Persönliche Gespräche mit Sonderschullehrerinnen in den USA und der BRD bestätigten diese Hypothese

Zinnecker, EMANZIPATION..., a.a.O., 137

E.P. Torrance, REWARDING CREATIVE BEHAVIOR: EXPERIMENT IN CLASSROOM CREATIVITY, Englewood Cliffs, New York, Prentice-Hall, 1965

T. Good and J. Brophy, „Behavioral expression in teacher attitudes", in: JOURNAL OF EDUCATIONAL PSYCHOLOGY, 63 (1973)

Ebd., 83

Thomas L. Good, J. Neville Sikes and Jere E. Brophy, „Effects of teacher sex and student sex on classroom interaction", in: JOURNAL OF EDUCATIONAL PSYCHOLOGY, 65, 1 (1973), 74-87

R. Lippitt and M. Gold, „Classroom social structures as a mental health problem", JOURNAL OF SOCIAL ISSUES, 15 (Spring, 1959), 40-50, in Pauline Sears and Davod H. Feldman, „Teacher interactions with boys and girls", in: Judith Stacey et.al, AND JILL CAME..., a.a.O., 151

L. Cherry, „Preschool teacher-child dyad: Sex differences in verbal interaction", in: CHILD DEVELOPMENT, 46 (1975), 532-537

R.L. Spaulding, Achievement, creativity, and self-concept correlates of teacher-pupil transactions in elementary schools, Cooperative Research Project No. 1352, D.H.E.W. Office of Education, Washington, D.C., 1963. Siehe auch: Philip Jackson and Henriette Lahaderne, „Inequalities of teacher-pupil contact", in: PSYCHOLOGY IN THE SCHOOLS, 4 (1967), 204-211

W. Meyer and G. Thompson, „Sex differences in the distribution of teacher approval and disapproval among sixth grade children", in: JOURNAL OF EDUCATIONAL PSYCHOLOGY, 47 (1956), 385-396