Maine's Curriculum Framework for Mathematics & Science 
 
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SECTION V. Equity Standards

References

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References

American Association for the Advancement of Science (AAAS). (1993). Benchmarks for science literacy. New York: Oxford University Press.

American Association of University Women. (1992). The AAUW Report: How schools shortchange girls. Washington, D. C.: AAUW Educational Foundation and National Education Association.

American Association of University Women. (1993). Restructuring education: Getting girls into America's goals. National Coalition for Sex Equity in Education News, 92-93, 6-9.

Apple, M. W. (1992). Thinking more politically about the challenges before us. Journal for Research in Mathematics Education, 23, 438-440.

Beane, D. B. (1988). Mathematics and science: Critical filters for the future for minority students. Washington, DC: American University, The Mid-Atlantic Equity Center.

California Department of Education. (1992). Mathematics framework. Sacramento, CA: California Department of Education.

Century, J. R. (1994). Making sense of the literature on equity and education: Draft proposal for the SSI Equity Leadership Institute. Newton, MA: Educational Development Center.

Civil, M. (1994, April). Connecting the home and the school: Funds of knowledge for mathematics teaching and learning. Paper presented at the annual meeting of the American Educational Research Association, New Orleans.

Curry, J. A., & Samara, J. P. (1991). Curriculum guide for the education of gifted high school students. Austin, TX: Texas Association for the Gifted and Talented.

Davis, B. G., & Humphreys, S. (1985). Evaluating intervention programs. New York: Teachers College Press.

Downie, D., Slesnick, T., & Stenmark, J. K. (1981). Math for girls and other problem solvers. Berkeley, CA: Lawrence Hall of Science, University of California.

Eccles, J. S. (1989). Bringing young women to mathematics and science. In M. Crawford & M. Gentry (Eds.), Gender and thought: Psychological perspectives (pp. 36-59). Springer Verlag.

Elmore, R. F., & Fuhrman, S. H. (September, 1993). Opportunity to learn and the state's role in education. Unpublished paper. Drawn from research conducted for the Consortium for Policy Research in Education under Grant #R11G10007 from the office of Educational Research and Improvement, U.S. Department of Education.

Fraser, S. (1982). SPACES: Solving Problems of Access to Careers in Engineering and Science. Palo Alto, CA: Dale Seymour..

Hanson, K. (1992). Multicultural education as democratic education. Women's Educational Equity Act Publishing Center Digest, 3-4.

Mathematical Sciences Education Board, Board on Mathematical Sciences, Committee on the Mathematical Sciences in the Year 2000, & National Research Council. (1989). Everybody counts: A report to the nation on the future of mathematics education. Washington, DC: National Academy Press.

Meyer, M. R. (1989). Equity: The missing element in recent agendas for mathematics education. Peabody Journal of Education, 66(2), 6-21.

Michalowicz, K. D. (1992). Woodrow Wilson gender equity in mathematics and science congress. Princeton, NJ: The Woodrow Wilson National Fellowship Foundation. National Council of Teachers of Mathematics. (1995). Assessment standards for school mathematics. Reston, VA: National Council of Teachers of Mathematics.

Oakes, J. (1985). Keeping track. New Haven: Yale University Press.

Pine, G. J., & Hilliard, A. G. III. (1990). Rx for racism: Imperatives for America's schools. Phi Delta Kappan, 71 (8), 593-600.

Sanders, J., & McGinnis, M. (1991). Computer equity in mathematics and science. Metuchen, NJ: Women's Action Alliance, Inc. and The Scarecrow Press, Inc.

Sanders, J. S., & Stone, A. (1986). The neuter computer: Computers for girls and boys. New York: Neal-Schuman.

Schmuck, P. A. (1985). Administrative strategies for implementing sex equity. In S. S. Klein (Ed.), Handbook for achieving sex equity through education (pp. 91-162). Baltimore: John Hopkins University Press.

Schubert, J. (1984). IDEAS for equitable computer learning. Palo Alto, CA: American Institutes for Research in the Behavioral Sciences. (ERIC Document Reproduction Service No. ED 272 136)

Stanic, G. M. A. (1989). Social inequality, cultural discontinuity, and equity in school mathematics. Peabody Journal of Education, 66(2), 57-71.

Stearner, P. (1984). Able scientists--disabled persons: Biographical sketches illustrating careers in the sciences for able disabled students. Clarendon Hills, IL: Foundation for Science and the Handicapped.

Vaughan, K. (1993, February 15). Synergy despite diversity one mark of Science Park. The Hartford Courant, pp. 9, 15.

Verheyden-Hilliard, M. E. (1985). American women in science. Bethesda, MD: The Equity Institute.

Weissglass, J. (1994). Changing mathematics teaching means changing ourselves: Implications for professional development. In 1994 NCTM Yearbook. Reston, VA: National Council of Teachers of Mathematics.

Wiggins, G. P. (1989). Teaching to the (authentic) test. Educational Leadership, 46(7), 41-47.

Wiggins, G. P. (1993). Assessing student performance. San Francisco: Jossey-Bass.

Winfield, L. F., & Woodard, M. D. (1994). Assessment, equity and diversity in reforming America's schools. Educational Policy, 8, 3-27.

Selected References Relating to Equity

Research and Background Material:


American Association of University Women. (1989). Equitable treatment of girls and boys in the classroom. Washington, DC: Author.

This brief summarizes research findings on classroom interaction between teachers and students, as well as among students. It points out the effect that differential treatment has on girls and boys and suggests ways to make the classroom gender-fair.


American Association of University Women. (1991). Stalled agenda: Gender equity and the training of educators. Washington, DC: Author.

This brief addresses the importance of providing educators with both initial training and continuing professional development opportunities in gender-free teaching. Suggests specific teaching techniques.


American Association of University Women. (1992). The AAUW report: How schools shortchange girls: A study of major findings on girls and education. Washington, DC: AAUW Educational Foundation and National Education Association.

Presents research that challenges the common assumption that boys and girls are treated equally in the nation's public schools.


American Council on Education. (1988). One third of a nation: Report of the Commission on Minority Participation in Education and American Life. Washington, DC: Author.

Apple, M. W. (1992). Do the Standards go far enough? Power, policy, and practice in mathematics education. Journal for Research in Mathematics Education, 23, 412-431.

Includes issues regarding the financial crisis in education, inequality in schools, the possibilities and limitations of a mathematics curriculum grounded in students' experiences, and the complicated realities of teachers' lives.


Bradley, C. (1984). Issues in mathematics education for native Americans and directions for research. Journal for Research in Mathematics Education, 15, 96-106.

Brown, L. M., & Gilligan, C. (1992). Meeting at the crossroads: Women's psychology and girls' development. New York: Ballantine.

Through interviews with 100 young women this book highlights the changes that occur during adolescence. It shows how the girls lost their self-assurance and outspokenness as they became teenagers.


Burton, L. (Ed.). (1986). Girls into maths can go. London: Holt, Rinehart and Winston.

Reviews and contrasts the situation in the U.S. and the U.K. with reference to math anxiety and gender in mathematics education.


Campbell, P. B. (1986). What's a nice girl like you doing in a math class? Phi Delta Kappan, 67, 516-520.

Reviews many of the equity issues that contribute to the under-representation of girls and black and Hispanic students in upper level mathematics classes.


Clewell, B. C., & Anderson, B. (1991). Women of color in mathematics, science & engineering: A review of the literature. Washington, DC: Center for Women Policy Studies. (ERIC Document Reproduction Service No. ED 347 222)

Focusing on research in grades 4 through 8 that examines barriers to participation in mathematics and science, the review illustrates that studies of women tend to overlook women of color and that studies of students of color deemphasize gender differences. (354 [!] references).


Committee on Women and Minorities in the Sciences, Mathematics, Engineering, and Technology (S.M.E.T.). (1993). Implementation plan: Developing a balanced environment for SMET. Augusta, ME: Author.

Presents a statewide plan to promote women and minorities in S.M.E.T. Cites recommendations determined from a statewide survey of engineering and science businesses, colleges, universities, and agencies and also from a one-day conference. Discusses a two-part solution of both systemic changes (recruitment) and support systems (retention).


Fennema, E., & Leder, G. C. (Eds.) (1990). Mathematics and gender. New York: Teachers College Press.

Reports on a number of studies that have investigated why females and males learn different kinds and amounts of mathematics.


Gilligan, C. (1982). In a different voice: Psychological theory and women's development. Cambridge, MA: Harvard University Press.

Focuses on the perspective of women and the fact that theories of moral development are written from a male point of view. Stresses that the way in which people talk about their lives and the language that they choose to use are significant.


Gilligan, C., Lyons, N. P., & Hanmer, T. J. (Eds.). (1990). Making connections: The relational worlds of adolescent girls at Emma Willard School. Cambridge, MA: Harvard University Press.

This study of 30 adolescent girls at a single-sex boarding school distinguishes women's morality from men's. It describes the dilemmas faced in terms of responding to and caring for others as opposed to caring for themselves. It argues for the need to listen to adolescent girls and to value their knowledge and relationships.


Gilligan, C., Ward, J. V., & Taylor, J. McL. (Eds.). (1988). Mapping the moral domain: A contribution of women's thinking to psychological theory and education. Cambridge, MA: Harvard University Graduate School of Education, Center for the Study of Gender, Education and Human Development.

The fourteen articles expand the theoretical base of In a Different Voice and apply the research methods to a variety of real-life situations.


Keller, E. F. (1985). Reflections on gender and science. New Haven: Yale University Press.

The essays explore the question of why objectivity and reason are characterized as male and why subjectivity and feeling are assumed to be female. Shows how this characterization affects the goals and methods of scientific inquiry and gives ideas for conditions that could create gender-free science.


Keller, E. F. (1992). Secrets of life, secrets of death: Essays on language, gender, and science. New York: Routledge.

Discusses a three-way interaction between the insights of feminist theory, the insights of contemporary historians and philosophers of science, and the many accomplishments of working scientists. Considers "good" science to be that which is in sync with those particular values locally regarded as scientific.


Kerr, B. A. (1985). Smart girls, gifted women. Columbus, OH: Ohio Psychology Publishing Company.

Offers suggestions to parents about maximizing the potential of their daughters.


Mathematical Sciences Education Board, Board on Mathematical Sciences, Committee on the Mathematical Sciences in the Year 2000, & National Research Council. (1989). Everybody counts: A report to the nation on the future of mathematics education. Washington, DC: National Academy Press.

Matthews, W. (1984). Influences on the learning and participation of minorities in mathematics. Journal for Research in Mathematics Education, 15.

Reviews research about minorities and mathematics since 1975.


National Council of Teachers of Mathematics. (1989). Curriculum and evaluation standards for school mathematics. Reston, VA: Author.

National Council of Teachers of Mathematics. (1991). Professional standards for teaching mathematics. Reston, VA: Author.

National Council of Teachers of Mathematics. (1995). Assessment standards for school mathematics. Reston, VA: Author.

Nelson, C. S., & Watson, J. A. (1991). The computer gender gap: Children's attitudes, performance and socialization. Journal of Educational Technology Systems, 19, 345-353.

Discusses a review of research studies on gender differences in computer-based education that revealed significant discrepancies between equality of access and performance outcomes for female and male users. Includes math anxiety, influence of family and of teachers, and gender bias in software.


Riordan, C. (1990). Girls and boys in school: Together or separate? New York: Teachers College Press.

Discusses coeducation at all grade levels. Advocates that single-sex schooling offers an educational advantage, especially for women.


Sadker, M., & Sadker, D. (1994). Failing at fairness: How America's schools cheat girls. New York: Scribner's.

Highlights gender bias in schools and how girls are taught, among other lessons, to avoid math and science.


Scott-Jones, D., & Clark, M. (1986). The school experience of black girls: The interaction of gender, race, and socioeconomic status. Phi Delta Kappan, 67, 520-525.

Seconda, W. G., Fennema, E., & Adajian, L. B. (Eds.). (1995). New directions for equity in mathematics education. Cambridge, England: Cambridge University Press.

Presents papers from 22 mathematics educators whose work examines culture, gender, and language issues from the standpoint of mathematics education.


Tannen, D. (1990). You just don't understand: Women and men in conversation. New York: Ballantine Books.

Gives an account of the complexities of communication between men and women.


Valverde, L. A. (1984). Hispanic students and mathematics. Austin, TX: Office of Equal Education Opportunities.

Describes five probable factors that affect the mathematics achievement of Hispanics in mathematics education.


Whyte, J. (1984). Observing sex stereotypes and interactions in the school lab and workshop. Educational Review, 36(1), 75-86.

Some of the interactions involve computers.


Yee, D. K. (1986, April). Sex equity in the home: Parents' influence on their children's attitudes about math. Paper presented at the Annual Meeting of the American Educational Research Association, San Francisco, CA. (ERIC Document Reproduction Service No. ED 280 717)

Presents three studies that show that parents hold sex-differentiated beliefs about their sons' and daughters' mathematical achievement even when the boys and girls perform similarly on mathematics class grades and standardized tests. Shows that parents strongly influence their children's attitudes about mathematics. Offers several strategies to increase parents' awareness of the importance of mathematics and to enlist the help of parents in promoting sex equity in mathematics participation.


Strategies:

Afflack, R. (1982). Beyond EQUALS: To encourage the participation of women in mathematics. Oakland, CA: Math/Science Network.

Includes activities that emphasize concrete representations, problem solving, and spatial reasoning.

Association of American Colleges. (1985). Guide to nonsexist language. Washington, DC: Association of American Colleges, Project on the Status and Education of Women.

Suggests that two abbreviated rules can be used to check material for bias: Would you say the same thing about a person of the opposite sex? Would you like it said about you? Includes examples of appropriate pronouns and titles. (Individual copies are available for $2.00 each from the Project, 1818 R Street, NW, Washington, DC 20009.)


Australian Association of Mathematics Teachers. (1990). Girls and mathematics: Some recommendations. Australian Mathematics Teacher, 46(4), 16-17.

Outlines recommendations within the following domains: teaching methods and resources, curricula, assessment techniques, school system policies, and community attitudes.


Baker, E. L. (1992). Issues in policy, assessment, and equity. In Proceedings of the National Research Symposium on Limited English Proficient Student Issues, Focus on Evaluation and Measurement. Volumes 1 and 2. Washington, DC. (ERIC Document Reproduction Service No. ED 349 823)

Highlights the concern that if Limited-English-Proficient student populations are assessed in English on subject matters such as mathematics, their performance will be handicapped to varying degrees by their lack of English skills. Presents an example of research in alternative assessment being conducted at the Center for Research on Evaluation, Standards, and Student Testing (CRESST).


Bartholomew, C. G., & Schnorr, D. L. (1991). Gender equity: Educational problems and possibilities for female students. Virginia: [No place name or publisher given.] (ERIC Document Reproduction Service No. ED 356 305)

Gives possible strategies for providing an equitable, gender-fair education to all females: mentor programs, non-traditional role models, curriculum revision, curriculum innovation, teacher/counselor training, parental-male peer awareness, and mathematics and science emphasis.


Beanne, D. B. (1985). Mathematics and science: Critical filters for the future of minority students. Washington, DC: American University, Mid-Atlantic Center for Race Equity.

This resource manual reviews the role of the principal in effecting change. It describes successful intervention programs that address the under-representation of blacks, Hispanics, and Native Americans in mathematics and science courses.


Blake, S. (1993, April). Are you turning female and minority students away from science? Science and Children, 30(4), 32-35.

Discusses differences in science achievement of female and minority students and the fact that these appear to begin at the elementary level. Offers guidelines for structuring science activities that motivate and respond to the interests of ALL students.


Boucher, J. J., & Lance, K. C. (1992). The roles of libraries in education. Denver: Colorado State Department of Education, State Library and Adult Education Office. (ERIC Document Reproduction Service No. ED 354 919)

Gives ways in which libraries can help ensure equity in education. For instance, they provide access to information and ideas unimpeded by social, cultural, and economic constraints; and they ensure free and equal access to information and ideas without geographic constraints.


Campbell, P. (1989). So what do we do with the poor, non-white female? Issues of gender, race, and social class in mathematics and equity. Peabody Journal of Education, 66, 95-112.

Examines programs to encourage girls and minority boys in mathematics, focusing on the need to address multiple equity areas.


Campbell, P., & Langrall, C. (1993). Research into practice: Making equity a reality in the classroom. Arithmetic Teacher, 41(2), 110-113.

Focuses on the character of the instruction rather than the perceived deficiencies of the student. Shows how to support each student's engagement in the classroom through building on prior knowledge, using meaningful contexts, celebrating each student's thinking, permitting sufficient time for investigation, valuing explanation without judgment, encouraging listening and participation, integrating mathematical ideas, and rasing expectations.


Chapline, E., & Newman, C. (1984). Teacher education and mathematics (TEAM): A course to reduce math anxiety and sex role stereotyping in elementary education. New York: Queens College of the University of New York, Women's Educational Equity Act Program.

Includes eight reproducible units for elementary teachers.


Chasek, A. S. (1985). Futures unlimited: Expanding choices in nontraditional careers. New Brunswick, NJ: Rutgers University, Consortium for Educational Equity.

An illustrated step-by-step approach to planning a conference for encouraging 7-12 grade students to continue studying mathematics and science.


Clewell, B. C., Anderson, B. T., & Thorpe, M. E. (1992). Breaking the barriers: Helping female and minority students succeed in mathematics and science. San Francisco: Jossey-Bass.

Demonstrates that early intervention, especially during grades 4 through 8, can help overcome some of the obstacles. Presents descriptions of 10 successful mathematics and science intervention programs.


Cohen, E. G. (1986). Designing groupwork: Strategies for the heterogeneous classroom. New York: Teachers College Press.

Shows how groupwork can be effective for all students, especially for those from diverse backgrounds. Presents both theory and specific strategies for the successful planning of groupwork, the use of groupwork in multi-ability and multilingual classrooms, and the evaluation of groupwork activities.


Downie, D., Slesnick, T., & Stenmark, J. K. (1981). Math for girls and other problem solvers. Berkeley, CA: Lawrence Hall of Science, University of California.

Contains many hands-on activities for girls ages 6-14.


Fauth, G. C., & Jacobs, J. E. (1980). Equity in mathematics education: The educational leader's role. Educational Leadership, 37(6), 485, 487-490.

Addresses equity from the perspective of administrators; contains practical suggestions for working with teachers and parents, providing role models, selecting bias-free materials, and assessing programs.


Fear-Fenn, M., & Kapstasy, K. K. (1992). Math + science + technology = vocational preparation for girls: A difficult equation to balance. Monograph of the Center for Sex Equity, Ohio State University, 7 (1). (ERIC Document Reproduction Service No. ED 341 863)

Identifies nine strategies that can address the variety of factors that contribute to females' lack of participation in mathematics, science, and technology. These include efforts to dispel stereotypes, improvement of self-confidence, use of peer pressure by making success in math and science prestigious, enhancement of the learning environment, equalization of teacher behavior, provision of female role models, improvement of relevance through real-life applications, instilling of personal responsibility, and creation of incentives.


Fennema, E. (1981). Multiplying options and subtracting bias. Reston, VA: National Council of Teachers of Mathematics.

This is a manual for presenting workshops that address issues of equity. A video is also available.


Franklin, M. (1990). Add-ventures for girls: Building math confidence. Junior high teacher's guide and Elementary Teacher's Guide. Reno: Nevada University, Research and Educational Planning Center. (ERIC Document Reproduction Service No. ED 323 096)

Includes strategies, activities, and resources that deal with five major topics: attitudes and math; math relevance; the learning environment; computers and spatial visualization skills; and mathematics promotion.


Fraser, S. (1982). SPACES: Solving Problems of Access to Careers in Engineering and Science. Palo Alto, CA: Dale Seymour.

Contains mathematics and career activities for middle school students.


Fredman, A. (Ed.). (1990). Yes, I can: Action projects to resolve equity issues in educational computing. A project of ECCO, the Educational Computer Consortium of Ohio. Eugene, OR: International Society for Technology in Education. (ERIC Document Reproduction Service No. ED 323 995)

Three sections focus on different populations. One of these is girls; the two articles are "E(P) = ERG (Potential energy = enrichment readiness for girls: A science/computer project for sixth- and seventh-grade girls" and "Sex equity in computer education: An enrichment program for seventh- and eighth- grade girls." Another section focuses on minorities and economically disadvantaged students; one of the reports is "Equity projects in inner-city schools: Working together in word processing." The final section centers on students with disabilities.


Gardner, A. L. (1989). Equity, excellence & 'just plain good teaching.' American Biology Teacher, 51, 72-77.

Provides guidelines (including teacher strategies, criteria for equitable science activities, careers, and role models) for teachers to use in an effort to change the gender-biased pattern of participation of women in science, mathematics, and engineering.


Hardeman, C. H. (1982). Mathco. Newton, MA: Education Development Center.

Contains five non-sexist teaching modules that link mathematics with language, the fine arts, natural science, and social studies.


Hayes, L. (Ed.). (1991). In pursuit of excellence and equity in science education. Chemecology, 20(4), 7-8.

Describes techniques that can help classroom science teachers promote enthusiasm for activities and retention of information among all students, including females and minority students.


Klein, S. B. (1992). Handbook for achieving sex equity through education. Baltimore: Johns Hopkins University Press.

Gives teaching strategies and tactics that have proven to be useful in all classrooms, not only in mathematics and science ones.


Kleinfeld, J., & Yerien, S. (1991). Preparing prospective teachers to develop the mathematical and scientific abilities of young women: The development of teaching cases. Final report. Fairbanks: Alaska University. (ERIC Document Reproduction Service No. ED 346 025)

Summarizes project activities and curriculum materials dealing with gender equity issues. A few of the many titles are ". . . About Girls and Science"; "A Gender at Risk"; "The School Experiences of Black Girls"; and, "Encouraging Girls in Science Courses and Careers."


Lumpkins, B. (1991). Instructional equity for low achievers in elementary school mathematics. Journal of Educational Research, 84, 135-139.

Describes a study that explored the effects of a program to help low-achieving fourth and fifth grade students increase their mathematics achievement. The program included a community of learners, and the curriculum was organized around units of study.


McBride-Bass, J. (1993). Women's work no more: Nontraditional programs bring more women into high-tech fields. Vocational Education Journal, 68(3), 22-23, 46.

Programs in Missouri, Arizona, Kentucky, New Jersey, and Colorado provide examples of ways to encourage females to pursue training for nontraditional occupations. Approaches include stressing enrollment in math and science, human relations training centered on equity issues, hands-on exposure to high technology, and a video/satellite teleconference with role models.


Menard, S. (1980). How high the sky? How far the moon? An educational program for girls and women in math and science. Newton, MA: Education Development Center.

Includes a curriculum guide and four audiotape cassettes.


Mizer, R. (1990). Mathematics: Promising and exemplary programs and materials in elementary and secondary schools. Mathematics education information report. Columbus, OH: ERIC Clearinghouse for Science, mathematics, and environmental education. (ERIC Document Reproduction Service No. ED 335 230)

Contains 29 programs and/or material listings.


North Carolina State Department of Public Instruction. (1989). Bright ideas that work: A booklet of school programs that impact minority and equity issues. Raleigh, NC: Division of Desegregation Assistance. (ERIC Document Reproduction Service No. ED 310 196)

Describes 25 innovative programs in the public schools of North Carolina that impact minority and equity issues. Among these are EQUALS, Mathematics/Science Education Network, the Sex Equity Model Program--Counseling Awareness, and Region O Council for the Advancement of Minorities in Engineering (ROCAME).


Operation SMART: A program to encourage every girl in science, math, and relevant technology. (1986). New York: Girls Clubs of America.

Includes many activities for increasing participation.


Roloff, J. (1991, December 14). Science: Recruiting nontraditional players: Overcoming educational obstacles facing women, minorities and the disabled. Science News, 140, 396-398..

Reports on the American Association for the Advancement of Science (AAAS) report entitled Investing in Human Potential: Science and Engineering at the Crossroads. This report identifies factors of successful programs that have brought underrepresented groups back on track for careers in science, mathematics, and engineering. Offers tips on how to overcome barriers to such careers.


Sanders, J. S., & McGinnis, M. (1991). Computer equity in math and science: A trainer's workshop guide. Metuchen, NJ: Scarecrow Press.

Focuses on closing the computer gender gap in mathematics and science classrooms.


Sanders, J., & Stone, A. (1986). The neuter computer: Computers for girls and boys. New York: Neal-Schuman.

Includes 56 computer activities and 96 computer equity strategies for closing the computer gender gap.


Skolnik, J., Langbort, C., & Day, L. (1982). How to encourage girls in math and science. Englewood Cliffs, NJ: Prentice-Hall.

Offers a multitude of activities, projects, and ideas.


Smith, W. (1984). COMETS science (Career Oriented Modules to Explore Topics in Science). Washington, DC: National Science Teachers Association.

Contains 24 modules (over 100 activities) for helping to bring community resource people to teach science in middle school classrooms.


Smith, W. (1984). COMETS profiles. Washington, DC: National Science Teachers Association.

Contains 24 biographical sketches of women in science plus activities for developing critical reading and writing skills.


Smith, W. (1986). Making science useful: COMETS workshop leader's guide. Lawrence, KS: University of Kansas School of Education.

Stenmark, J. K., Thompson, V., & Cossey, R. (1986). FAMILY MATH. Berkeley, CA: Lawrence Hall of Science.

Full of fun hands-on activities that focus on parents and children learning mathematics together.


Tobias, S. (1993). Overcoming math anxiety: Revised and expanded. New York: W.W. Norton.

Includes information about programs for people with math anxiety.


Warren, B., & Rosebery, A. S. (1993). Equity in the future tense: Redefining relationships among teachers, students, and science in linguistic minority classrooms. Working paper 1-93. Madison, WI: National Center for Research in Mathematical Sciences Education; Santa Cruz, CA: National Center for Research on Cultural Diversity and Second Language Learning; Cambridge, MA: TERC Communications. (ERIC Document Reproduction Service No. ED 356 307)

Describes the creation of scientific sense-making communities that include, rather than exclude, linguistic minority students.


Within reach. (1984). Washington, DC: American Association for the Advancement of Science.

A guide for parents, teachers, and counselors for identifying and establishing science programs for youth with disabilities.


Women in Science and Engineering. (1992). Report of the Women in Science and Engineering Initiatives Committee. Orono, ME: University of Maine.

Offers strategies that encourage the recruitment of women in science and engineering in the areas of faculty development, undergraduate and graduate instruction in science and engineering, and pre-service and in-service education for science and mathematics teachers.


Zimmerman, M. (1983). Accessibility to the laboratory and science classroom for disabled students. Washington, DC: American Association for the Advancement of Science.

Includes guidelines for accommodating laboratories for use by students with various physical disabilities.

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