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pursue courses or a career in science. (achievement is only one factor in determining persistence)
- Use technologies to promote and develop equitable activities. Among other things, technology allows teachers to be less text-dependent.
- look for opportunities outside classroom (e.g. the media, Girls, Inc, etc.)


- male-oriented curriculum: Marcia has done studies where the task is changed, but the process required remains the same, and finds that girls then perform better than they do on the "classic" projects. (This may work for at-risk students also)

- influence of stereotypes: Claude Steele research (still questionable, but interesting) uses Stanford and UMich undergrads.....by telling students a test is (or is not) gender biased, gets different results. [Interprets this as: math is a male domain....generating anxiety before the test]

-Need information for teachers in training on equity issues.

- confidence: boys consistently overestimate their ability on tasks; girls consistently underestimate their abilities.

- the two transition points where the highest percentage of girls (relative to boys) select other paths are high school to college, and while in grad school (between entry and PhD).

- don't think of men as being "social", but power-related social relations come into play in undergrad, grad, and career-related levels.