5

As primary school teachers do see the lack of consensus on gender roles and tasks in multicultural classrooms as an obstacle to mutual understanding and fruitful interactions, pre-teen students (aged 10 to 12), from diverse ethno linguistic backgrounds, were tested, in Montreal multicultural schools, on their beliefs about women and men stereotypes definitions, roles and tasks. This gender issue was first analyzed for boys and girls, then by ethno linguistic majority or minority status, last by both variables, thus integrating perspectives on Dual Status. Results show that attending only to one issue, sex or ethnic groups, oversimplifies analysis such that both should be used to examine all the impacts of sexism on school integration and academic success of students, immigrants and natives, in multicultural schools.