Sadker and Sadker (2014) discuss another form of segregation that exists within schools: gender segregation. Through their discussion, they demonstrate the long-term gender-specific consequences of the different treatment of boys and girls in the education system. A classroom discussion consisting of a teacher, Stephen, Mike, David, Max, and Kimberly is provided as an example of this difference in treatment. After the instructor takes her out of control, the classroom is under control, the teacher states that students must raise their hands for permission before speaking. Three male students, Mike David and Max, all call out to the teacher without raising their hands in succession. The teacher responds to everyone without comment who does not raise their hand. When Kimberly speaks without raising her hand, however, the teacher reminds her to raise her hand before speaking. This example demonstrates a few points. First, kids are more likely to participate in class discussions. Only one girl out of four students participated. Second, when girls participate, they are more likely to be scolded. Although single incidents like this most likely do not leave scars on individual girls, the repetition of such treatments reinforces passivity in girls. Teachers, in turn, end up giving more attention and help to kids who demand more attention. The end result is that girls grow up feeling neglected and have low self-esteem while boys are rewarded with attention by breaking the rules (Sadker & Sadker,