___________________________________________ [APPENDIX??] 

Selected Readings on Equity

Breaking the Barriers: Helping Female and Minority Students Succeed in 
Mathematics and Science. Beatriz C.
Clewell, Bernice Taylor Anderson, and Margaret E. Thorpe. 1992. 
Jossey-Bass. Also available from Association for
Supervision and Curriculum Development, 1250 North Pitt Street, 
Alexandria,VA 22314 ; Telephone:
703-549-9110. This book outlines effective strategies and approaches and 
analyzes the structural components of
successful intervention programs in mathematics and science for 
minorities and females. A lengthy Appendix
presents case studies for 10 effective programs. 

Contextual Factors in Education: Improving Science and Mathematics 
Education for Minorities and Women.
Michael Cole and Peg Griffin, Editors. 1987. Prepared for the National 
Research Council by the Wisconsin Center
for Education Research, University of Wisconsin, 1025 West Johnson 
Street, Madison, WI 53706 ; Telephone:
608-263-4200. This monograph synthesizes and presents a wide variety of 
research findings related to
manipulating the school environment and using new technologies to 
maximize opportunities for children,
especially females and minorities, to succeed in learning science and 
mathematics. 

Do Your Female Students Say "No, thanks" to the Computer? Jo Sanders. 
1987. Women's Action Alliance, 370
Lexington Avenue, New York, NY 10017 ; Telephone: 212-532-8330. This 
brochure explains why girls may avoid
using computers and suggests strategies for teachers to change this 
behavior. A related and more detailed work,
The Neuter Computer: Computers for Boys and Girls, by Jo Sanders and 
Antonia Stone, was published in 1986 by
Neal-Schuman. This book describes learning activities as well as 
guidelines for planning and evaluating a
computer equity program in school. 

How Schools Shortchange Girls. American Association of University Women 
(AAUW). 1993. Available from
AAUW Sales Office, P.O. Box 251, Annapolis Junction, MD 20701-0251 ; 
Telephone: 800-225-9998. This
year-long study suggests that teachers pay less attention to girls than 
to boys. The curriculum commonly ignores
or stereotypes females. Alternative teaching approaches for mathematics 
and science include varying student
evaluations, providing more hands-on experiences, focusing on real life 
applications, encouraging writing and
speech over rote memorization, fostering self-esteem, and utilizing 
collaborative strategies. 

Lost Talent: The Underrepresentation of Women, Minorities, and Disabled 
Persons in Science. J. Oakes. Rand
Corporation. 1990. Available as ERIC Document ED 318 640. This report 
summarizes research findings on
cognitive, attitudinal, and school related factors that may cause these 
populations to avoid science study and
science careers. Access to guidance and encouragement, tracking 
practices, limited course offerings in high
schools, low teacher expectations, and prevalent teaching strategies are 
all factors in deflecting these students
from further science study. 

Minorities in Science: The Pipeline Problem. Special issue of Science, 
Vol. 258, November 13, 1992. This report
presents an analysis of past efforts to remedy this problem as well as an 
overview of successful programs. Articles
focus on issues of particular concern to African-Americans, 
Asian-Americans, Latinos, and Native Americans.
Statistics on minority progress and a list of resources are included. 

Nurturing At-Risk Youth in Math & Science: Curriculum and Teaching 
Considerations. Randolph Tobias,
Editor. 1992. National Education Service, 1610 West Third Street, P. O. 
Box 8, Bloomington, IN 47402 ; Telephone:
812-336-7700 or 800-733-6786. Tobias and others contribute chapters that 
suggest curriculum strategies such
as contextual learning that are designed to build student self-esteem and 
confidence as well as interest in studying
math and science. Includes a section on ethnocentric approaches to 
teaching math and science. 

Teaching Mathematics Effectively and Equitably to Females: Trends and 
Issues. Katherine Hanson. 1992. Trends
and Issues, Number 17. ERIC Clearinghouse on Urban Education. Available 
from the ERIC Clearinghouse on
Urban Education, Teachers College, Columbia University, Institute for 
Urban and Minority Education, 525 West
120th Street, New York, NY 10027-9998 ; Telephone: 800-601-4868. Also 
available as ERIC Document ED 348
465. This publication outlines ways that females can be encouraged to 
continue their mathematics education
beyond basic courses. The author notes that while a questioning, 
challenging mode of discourse that fosters
competition is common in many classrooms, girls are socialized to prefer 
more collaborative modes of interaction.
Schools should also provide more opportunities for female students to 
become comfortable with computer
technology. ______________________________________________ [APPENDIX??] 

Organizations and Programs With an Equity Focus

American Indian Science and Engineering Society. 1630 30th Street, Suite 
301 Boulder, CO 80301 Telephone:
303-492-8658 AISES seeks to motivate and encourage students to pursue 
undergraduate and graduate studies,
supports science fairs in grade schools, teacher training workshops, 
summer math/science sessions for high school
students. Publishes AISES Education Newsletter. 

Association for Women in Science. 1522 K Street NW, Suite 820 Washington, 
DC 20005 Telephone:
202-408-0742 AWIS promotes equal opportunities for women to enter the 
scientific workforce and achieve
career goals. Affiliated with AAAS. Publishes Bibliography of Science 
Education Resources. 

Benjamin Banneker Association. Dr. Irvin E. Vance Mathematics Department 
Michigan State University D322
Wells Hall East Lansing, MI 48824 Telephone no.: 517-353-4693 The 
Association serves as an advocate for the
mathematics-related educational and developmental needs of 
African-American children, develops programs
and activities to encourage excellence, and offers solutions and policy 
alternatives for relevant educational issues.
Affiliated with NCTM. 

Consortium for Educational Equity. Rutgers University Building 4090, 
Livingston Campus New Brunswick, NJ
08903 Telephone: 908-932-2071 The Consortium was established to assist 
schools in overcoming barriers to
student achievement related to gender, race, national origin, language, 
culture, socioeconomic status, and
disability. The Futures Unlimited and Just Between Sisters projects focus 
specifically on math and science
education. This organization also provides regional training for Family 
Math, Family Science, and other equity
related programs. 

Eleanor Roosevelt Teacher Fellowships. Eleanor Roosevelt Fund for Women 
and Girls AAUW Educational
Foundation 1111 Sixteenth Street NW Washington, DC 20036-4873 Telephone: 
202-785-7700 Teacher
fellowships carry stipends ranging from $1,000 to $10,000 and are 
intended to help teachers to develop better
understandings of how girls learn, think, and play, and to implement 
strategies in the classroom that help girls
excel. Female elementary, middle, and secondary teachears of full time
teaching experience are eligible to apply. 

Equity 2000. Dr. Vinetta Jones, Equity 2000 National Director The College 
Board 45 Columbus Avenue New York,
NY 10023-6992 Telephone: 212-713-8268 This college preparation project 
for minorit includes teacher
institutes designed to enhance mathematics teaching techniques and 
demonstrate methods to overcome minority
student math anxieties as well as guidance institutes to help counselors 
learn to better movitate students to
consider college.Girls and Science: Linkages for the Future. Margaret 
Tunstall, Program Coordinator American Association for
the Advancement of Science 1333 H Street NW Washington, DC 20005 
Telephone: 202-326-6674 Program is
designed to assist K-8 teachers, parents, andher interested persons. 
Offers a manual of hands-on activities,
training kits, technical assistance and training at the local level, and 
access to other AAAS resources and
materials, including the quarterly newsletter Girls and Science. 

Quality Educat for Minorities/Mathematics and Science Education Network. 
1818 N Street NW, Suite 350
Washington, DC 20036 Telephone: 202-659-1818 The QEM/MSE Network is a 
nonprofit coalition of Historically
Black Colleges and Universities, predominantly minority insttions, public 
school systems, major research
universities, professional organizations, and others whose purpose is to 
share and disseminate information on
mathematics and science education for Native Americans, 
African-Americans, Mexican-Americans, and
rto Ricans; recommend systemic change; assist local schools in 
implementing education programs; and
develop a national agenda of programs and projects. 

Women and Mathematics Education. Charlene Morrow, Executive Officer Mt. 
Holyoke College 302 Shattucall South Hadley, MA 01075 Telephone: 
413-538-2608 This group serves as a clearinghouse for ideas and
resources that promote the mathematical education of girls and women, 
maintains a speakers' bureau, and is
affiliated with and meets annually in conjunon with the National Council 
of Teachers of Mathematics.