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A content analysis instrument was developed to examine differences in gender representation in sexuality education curricula. Fourteen middle school and high school curricula, published between 1985 and 1995, were examined. Variables included illustrations, noun/pronoun usage, and specific topics within the two categories of biological function and mutual interest. The study examined differences in gender representation in illustrations, photographs, cartoons, drawings, and text. Omission of sexuality topics related to gender also was examined. Little difference occurred within the text of the curricula in noun and pronoun usage. Illustrations were few in number, but showed greater female representation. Greater male representation occurred in topics related to drug use, sexual exploitation, sexual desire, and homosexuality. Topics with greater female representation included body image, diseases of the reproductive organs, and hygiene.

Educational inequity in urban schools is due in part to an inability to attract and retain fully educated and experienced teachers. According to data gathered in a study of rural teacher candidates, they have little knowledge or experience about teaching in urban schools. Their information comes primarily from secondary sources rather than from direct experiences. Although they lack both knowledge and experience, these participants reported that they would seek employment in urban schools to be assured of a teaching position. This and other attitudes uncovered in this study raise serious questions for teacher education programs and reforms.

This paper is concerned with reviewing some useful effects of information about support services provided to families of young children with hearing loss and the challenges of providing this information to families. Evidence indicates that 95 per cent of young children with hearing loss have hearing parents. With no previous experience of hearing loss, these families are faced with numerous challenges in raising these children. They require timely and unbiased information that could enable them to respond appropriately to their emotional reactions to the diagnosis of hearing loss, participate actively in early intervention and educational programmes for their children, and collaborate effectively with professionals. Evidence indicates that families of young children with hearing loss may not receive such information. The implication of this as well as some strategies that could be explored to ensure that these families receive timely information about the developmental needs of their children are considered. Copyright © 2008 John Wiley & Sons, Ltd.

This paper is concerned with reviewing some useful effects of information about