Strauss looked at one school where the principal felt that boys and girls do learn differently, and concluded that they should not be in the same class setting. The advantage of this, she believed, would give the students more self confidence. The principal which initiated this system in his school discovered that the boys were doing much better academically. As in many schools, there is the peer-pressure aspect to learning, where boys feel it is not cool to learn. However, when in a class by themselves, the boys did not feel this way. This he encourages because he feels that if students are not focused at an early age, "all is lost." There are, however, opponents to this mode of learning, who feel that the students under these conditions will not have the social skills needed to interact with the opposite gender.

Swindall, V., Cantrell, J. R. (1999). Character interviews help bring literature to life. Reading Teacher 53, 1. 22.
Swindall and Cantrell look at making the activity of responding to a book more interesting, fun and interactive. They believe that through character interviews the children will create more meaning for themselves. It allows reluctant readers to interact with the characters, looking at their traits, emotions, and how they think the character would respond to a question the student has created. They have noted that reluctant readers my be reluctant writers, but they have discovered a way around this. They felt that the size, shape, and color of the paper they write the questions on can "influence students' enthusiasm for the task." The authors suggest that books chosen for the interviews should have strong character development. They include a list of recommended books to use. The activity is not simply an interview, Swindall and Cantrell believe there should be some follow up activities as well. When the interview is over, the children were able to see how characters interacted and, as the authors noted, were able to analyze the relationships between characters.

Shuman, R., (1993). The Past as Present: Reader Response and Literary Study. English Journal, 82, 30-3.
Shuman addresses the issue of having a class of diverse backgrounds and not enough books which reflect that. He feels that some schools are promoting one way of life over another. Shuman refers to Heller and Morgan, who note that western values are on a higher pedestal than others. "In a pluralistic society," they say, "students need to be educated to deal with a broad variety of people, mores, and customs." It seems that this has been slowly changing, however, for Shuman reports that American literature has been expanded to include authors such as African Americans, Jewish Americans, Latin Americans and Native Americans. Shuman's main point is that teachers should be aware that there are many diverse backgrounds, and to know as much as they can about differing cultures and their literature. Also, to make these books available and accessible. He feels that if this is not done, than many inner-city student for example, will become discouraged with the school, and perhaps "limit their future possibilities."