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Overall....

• There has been a lot of work in both the basic research and in the development of programs, but the work has not been adequately integrated within each community, nor have the two communities been brought together.

• We should get involved with NSTA and its process to streamline and integrate science curriculum and develop a more interdisciplinary approach. The goal would be to "infiltrate" this mainstream effort to incorporate or embed equity concepts in the curriculum. Note that there may be additional advantages, since these interdisciplinary areas are less apt to be gender-stereotyped.

•This requires intervention at teacher training level; it also requires retraining for existing teachers. (Note that it may be easiest in elementary school teachers, who need training in science anyway).

• Conduct classroom research (using videotaping) under diverse conditions, observing alternative teacher roles, etc., as well as the classroom "climate".

• Why do the programs that work, work?

• It is desirable to encourage/develop approaches that promote "individual learning". This would benefit both boys and girls.

• It is important to appreciate that change is slow....it will be most productive to take an approach that tries to "add ideas" to the discussion, and to the viewing of stereotypes.

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• It is important to discuss issues in terms of "context" rather than in terms of "traits".

• It is important to separate the questions of "success" as measured by achievement at a particular point in time, and "persistence" in the field. That is, different things apparently determines whether a girl/woman is an achiever in a science class or on a test, and whether she continues to