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[[crossed-out]] the word "scientist" with the word "male". Many girls are growing up in a home environment where it is assumed that they won't need technical skills; maybe their parents never considered buying them calculators or chemistry sets. They may grow up in homes where parents think [[crossed-out]]math[[\crossed-out]] sciences is harder for daughters than sons, regardless of performance...becomes a self-fulfilling prophecy. In that case it is up to the schools to erode the stereotypes, and let those girls realize that they can be whatever they want to be. [[crossed-out]]We of 1st choices that students make which will affect their career options is whether or not to take adv. math. ~1/3 fewer girls than boys take adv math... That decision is a result of gender stereotypes encountered during earlier years.[[\crossed out]] When you leave this conference, + return to your school, help raise the level of awareness of parents, administrators + other teachers. [[crossed-out]]selected board members[[\crossed-out]] Check that (1)[[underlined]] science + math teachers don't devote more time to the promising boys than to the promising girls, that (2) counselors don't subconsciously direct girls away from science and math, (3) that books and educ. materials [[crossed-out]]supplies[[\crossed-out]] don't subtly reinforce existing stereotypes. In other words, look for signs of subtle pressures which may be discouraging girls from acquiring skills they will need [[crossed-out]]and if you detect those pressures, try to counteract them.[[\crossed-out]] + make some effort to reverse their influence. All children should be encouraged to reach for the stars, and all[[underlined]] must be given the educational tools to help them get there.