[1] Astolfi, J.-P. (2004). L’école pour apprendre. Paris: ESF.
[2] Baron-Cohen, S. (2003). The essential difference: Male and female brain and the truth about autism. New York, NY: Basic Books.
[3] Baron-Cohen, S. (2005). The essential difference: The male and female brain. Phi Kappa Phi Forum, 85, 23-25.
[4] Bem, S. L. (1974). The measurement of psychological androgyny. Journal of Consulting and Clinical Psychology, 42, 155-162. Hdoi:10.1037/h0036215
[5] Billington, J., Baron-Cohen, S., & Wheelright, S. (2007). Cognitive style predicts entry into physical sciences and humanities: Questionnaire and performance test of empathy and systemizing. Learning and Individual Differences, 17, 260-268. Hdoi:10.1016/j.lindif.2007.02.004
[6] Blaikie, F., Sch?nau, D., & Steers, J. (2003). Student’s gendered experiences of high school portfolio art assessment in Canada, the Netherlands, and England. Studies in Art Education, 4, 335-349.
[7] Blakemore, S. J., & Frith, U. (2005). The learning brain: Lessons for education. Oxford: Blackwell Publishing Ltd.
[8] Braconnier, A. (2000). Le sexe des émotions. Paris: Odile Jacob.
[9] Carroll, J. M., & Yung, C. K. (2006). Sex and discipline differences in empathising, systemising and autistic symptomatology: Evidence from a student population. Journal of Autism and Development Disorders, 36, 949-957. Hdoi:10.1007/s10803-006-0127-9H
[10] Chen, W. J., & Kantner, L. A. (1996). Gender differentiation and young children’s drawings. Visual Art Research, 22, 44-51.
[11] Chodorow, N. J. (1999). The reproduction of mothering. Berkeley, CA: University of California Press.
[12] Coates, J. (2003). Men talk: Stories in the making of masculinities. London: Blackwell Publishing Ltd.
[13] Cross, T. L., Speirs Neumeister, K. L. & Cassady, J. C. (2007). Psychological types of academically gifted adolescents. Gifted Child Quarterly, 51, 285-294. Hdoi:10.1177/0016986207302723
[14] Duncombe, J., & Marsden, D. (1993). Love and intimacy: The gender division of emotions and emotion work. A neglected aspect of sociological discussion of heterosexual relationships. Sociology, 27, 221-241. Hdoi:10.1177/0038038593027002003
[15] Duncum, P. (1997). Subjects and themes in children’s unsolicited drawings and gender socialization. In A. M. Kindler (Ed.), Child development in art (pp. 107-114). Reston, VA: National Art Education Association.
[16] Dumais, S. A. (2002). Cultural capital, gender, and school success: The role of habitus. Sociology of Education, 75, 44-68. Hdoi:10.2307/3090253
[17] Flannery, K. A., & Watson, M. W. (1995). Sex differences and genderrole differences in children’s drawings. Studies in Art Education, 36, 114-122. Hdoi:10.2307/1320743
[18] Feinburg, S. G. (1977). Conceptual content and spatial characteristics in boys’ and girls’ drawing of fighting and helping. Studies in Art Education,18, 63-72. Hdoi:10.2307/1319480
[19] Focquaert, F., Steven, M. S., Wolford, G. L., Colden, A., & Gazzaniga, M. S. (2007). Empathizing and systemizing cognitive traits in the sciences and humanities. Personality and Individual Differences, 43, 619-625. Hdoi:10.1016/j.paid.2007.01.004
[20] Garber, E., Sandell, R., Stankiewicz, M. A., Risner, D., Collins, G., Zimmerman, E., Congdon, K., Floyd, M., Jaksch, M., Speirs, P., Springgay, S., & Irwin, R. (2007). Gender equity in visual arts and dance education. In S. S. Klein (Ed.), Handbook for achieving gender equity through education (pp. 359-380). Mahwah, NJ: Lawrence Erlbaum Associates.
[21] Golomb, C. (2004). The child’s creation of a pictorial world. Mahwah: NJ: Lawrence Earlbaum Associates.
[22] Guionnet, C., & Neveu, E. (2009). Féminins/masculins: Sociologie du genre. Paris: Armand Colin.
[23] Helmreich, R. L., Spence, J. T., & Holahan, C. K. (1979). Psychological androgyny and sex role flexibility: A test of two hypotheses. Journal of personality and social psychology, 39, 1631-1644.
[24] Hittner, J. B., & Daniels, J. R. (2002). Gender-role orientation, creative accomplishments and cognitive styles. Journal of Creative Behavior, 36, 63-75. Hdoi:10.1002/j.2162-6057.2002.tb01056.x
[25] ISQ (2007). Statistiques principales de la culture et des communications au Québec: édition 2007. Québec: Gouvernement du Québec, Institut de la statistique du Québec.
[26] Keller, C. J., Lavish, L. A., & Brown, C. (2007). Creative styles and gender roles in undergraduates students. Creativity Research Journal, 19, 273-280. Hdoi:10.1080/10400410701397396
[27] Kellogg, R. (1969). Analyzing children’s art. Palo Alto, CA: National Press Books.
[28] Myers, I. B. (1962). The Myers-Briggs type indicator manual. Princeton, NJ: Educational Testing Service.
[29] Manson, C., & Winterbottom, M. (2012). Examining the association between empathising, systemising, degree subject and gender. Educational Studies, 38, 73-78. Hdoi:10.1080/03055698.2011.567032
[30] McNiff, K. (1982). Sex differences in children’s art. Journal of Education, 164, 271-289.
[31] MEQ (2001). Programme de formation de l’école québécoise: éducation préscolaire, enseignement primaire. Québec: Le Ministère.
[32] Monteil, J.-M. (2008). Comportements et contextes scolaires. In A. Van Zanten (Ed.), Dictionnaire de l’éducation (pp. 81-85). Paris: PUF.
[33] Nettle, D. (2007). Empathizing and systemizing: What are they, and what do they contribute to our understanding of psychological sex differences? British Journal of Psychology, 98, 237-255. Hdoi:10.1348/000712606X117612
[34] Norlander, T., & Erixon, A. (2000). Psychological androgyny and creativity: Dynamics of gender role and personality trait. Social Behavior and Personality, 28, 423-436. Hdoi:10.2224/sbp.2000.28.5.423
[35] Octobre, S. (2004). Les loisirs culturels des 6-14 ans. Paris: La documentation fran?aise.
[36] Perraudeau, M. (1997). Les cycles de la différenciation pédagogique. Paris: Armand Colin.
[37] Perrenoud, P. (1995). La pédagogie à l’école des différences. Paris: ESF.
[38] Przesmycki, H. (2004). La pédagogie différenciée. Paris: Hachette.
[39] Rogers, P. L. (1995). Girls like colors, boys like action? Imagery preference and gender. Montessori Life, 7, 37-40.
[40] Salkind, L., & Salkind, N. J. (1997). Gender and age differences in preference for works of art. Studies in Art Education, 39, 246-256. Hdoi:10.2307/1320524
[41] Savoie, A. (2008). Considérations sur les difficultés des gar?ons en arts plastiques: Approches différenciées et traits cognitifs liés aux genres. In F. Gagnon-Bourget & P. Gosselin (Eds.), Actes du colloque sur la recherche en enseignement des arts visuels 2006 (pp. 93-100). Montréal, Qc: CRéA éditions.
[42] Savoie, A. (2009). Boys’ lack of interest in fine arts in a coeducational setting: A review of sex-related cognitive traits studies. International Journal of Art and Design Education, 28, 25-36. Hdoi:10.1111/j.1476-8070.2009.01590.x
[43] Savoie, A., Grenon, V., & St-Pierre, S. (2010). Comparaison de perceptions autorévélées au regard des arts plastiques recueillies auprès d’élèves masculins et féminins d’une école secondaire. In A.-M. émond, F. Gagnon-Bourget, A. Savoie, & P. Gosselin (Eds.), Actes du colloque sur la recherche en enseignement des arts visuels 2008 (pp. 93-101). Montréal: CRéA éditions.
[44] Speck, C. (1995). Gender difference in children’s drawings. Australian Art Education, 18, 44-54.
[45] Stoltzfus, G., Nibbelink, B. L., Vredenburg, D., & Thyrum, E. (2011). Gender, gender role, and creativity. Social Behavior and Personality, 39, 425-432. Hdoi:10.2224/sbp.2011.39.3.425
[46] Thorne, B. (1993). Gender play: Girls and boys in school. New Brunswick, NJ: Rutgers University Press.
[47] Tuman, D. (1999). Gender style as form and content: An examination of gender stereotypes in the subject preference of children’s drawing. Studies in Art Education, 41, 40-60. Hdoi:10.2307/1320249
[48] Tuman, D. (2000). Defining differences: An historical overview of the research regarding the difference between the drawings of boys and girls. The Journal of Gender Issues in Art Education, 1, 17-30.
[49] Wilson, M., & Wilson, B. (1982). Teaching children to draw: A guide for parents and teachers. Upper Saddle River, NJ: Prentice Hall.