In the post-war education, the right of equal opportunity of both sexes has been emphasized conceptually, as a result, it seems that practice of education has been carried out without regard to sex difference.
In this symposium, therefore, four members were requested to report to what extent sex difference is discriminative in each stage of school education and how teachers should accept it in today's schools.
At the stage of elementary school, Baden collected opinions of 204 elementary school teachers as to sex difference in their pupils, and she compared this result with scores of standardized tests of children's achievment, personality and behavior charcteristics. She found more discriminative sex difference in school achievement than in personality and behavior characteristics.
Analysis was made by Nakagawa on the contents of official school reports of 985 3 rd-grade junior high school students who were sent to senior high schools as a partial requirement of admission. He concluded that despite the fact that there was no sex difference in the totaled rating scores of school subjects, boys tended to excel more in science, mathematics and social sciences as compared to girls who excelled more in language and music. Hirose reported marked sex difference in the attitude of his senior high school students toward selves, parents, teachers, school subjects and suicide (measured by SD technique) and many items related to their daily life (measured by questionnaire).
On the college level, Akita drew our attention to the marked sex difference to be found in male-female ratios of college students, their choice of optional subjects and extra-curricular activities. He raised a question as to whether college administratorshould pay more attention to this fact.
In the first stage of discussion, opinions were divided on the issue of sex difiirence in school education between those who defy the difference and those who defy the difference and those who accept it for the purpose of education. However, by this discussion we reached a conclusion that today's school should not take a role of merely transmitting sex roles to children as an established fact, but they should give to their children opportunities of learning their sex roles as a more flexible and dynamic factor to re-create values in our changing culture.

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