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Abstract
Taking as a point of departure the prominent position of boys in the classroom as demonstrated in previous research, this paper discusses girls’ ways for gaining influence and control in school. Drawing upon an empirical study of gender patterns in student‐teacher interactions in Swedish schools, various scripts to counter powerkssness are illustrated and discussed. It is argued that the features of these scripts, i.e. these ways of attempting to influence and control, are to be related to societal and institutional gender expectations as well as to indwiduals’ and groups’ actual situations and experiences. It is suggested that girls’ scripts to counter powerkssness differ from boys’, in so far as they concern different dimensions.