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"Gender equity does not exist in business, in academics, or athletics. One other place it does not exist is in children's literature. In part, the inequity in the literature is one of invisibility-fewer female than male protagonists are represented in books written for children. Additionally, few of those young female protagonists are strong enough of mind, body, or will to serve as positive role models for girls both in and out of our classrooms. Another facet of the inequity in literature is that many characters are not shown as multi-dimensional human beings with strengths as well as weaknesses. Instead, both males and females display behavior and traits which reflect stereotypical roles, responsibilities, and expectations. Although there may be segments of our society which are redefining gender roles, the female and male characters children read about are often locked into traditional jobs and behaviors. As teachers and adults who work with children, we advocate wide reading of good literature as one way for children to have vicarious experiences in which they can identify with strong characters across a wide range of human experiences which cross traditional gender boundaries. But . . . if children's books and the characters in them remain gender-bound, the ideas which might cause children to develop expectations for the future, responses to life's events, and stances on issues may also remain stereotypically gender-bound. We must all search for books which will initiate conversations and questions about gender roles and the perceptions of appropriate behavior and activities. Through these conversations and questions, teachers and other caring adults can be instrumental in helping the students reflect on gender expectations, reflection that can lead to appreciation and implementation of gender fairness and equity. Although we need to share books which validate the present experiences of the readers' lives, we also need to challenge those experiences by show

Transgender Basics is a 20 minute educational film on the concepts of gender and transgender people. Two providers from the Gender Identity Project discuss basic concepts of gender, sexual orientation, identity and gender roles. Three transgender community members share their personal experiences of being trans and genderqueer. The film targets service providers and others working with the LGBT community, but it also provides a fascinating glimpse into gender and identity for the general public. "Our culture likes to make things simple, and gender isn't." Carrie Davis, Transgender Community Organizer, in Transgender Basics. "It was the constant fight of me saying 'there is nothing wrong with being this kind of girl,' as oppose to, 'well, I'm not a girl.'" Nicco Beretta, participant in Transgender Basics. For more information contact the Gender Identity Project at 212 620 7310 or at www.gaycenter.org

The effort to provide an equitable education to all students has led to extensive research on the effects of racial and ethnic differences, and of gender, on access, learning, and achievement. It has also led to great debate about which student population has been most shortchanged, with the argument about gender inequities perhaps most fierce. The impact of ethnicity on gender differences had been only minimally considered by researchers, however, until the Educational Testing Service (ETS) began looking at the topic several years ago, first with a study on test taking (Willingham & Cole, 1997) and now with a report on a variety of education and employment measures (Coley, 2001). The ETS publications, while demonstrating generally that there are "more similarities than variations in gender differences among racial/ethnic groups" (Coley, 2001, p. 3) present statistics showing some interesting twists in the way the differences are manifested. They also raise some questions about educational equity that transcend the issue of gender fairness. Thus, as part of an ERIC Clearinghouse on Urban Education series consisting of facts about specific student groups, this digest presents highlights from the education findings in Richard Coley's Differences in the Gender Gap: Comparisons Across Racial/Ethnic Groups in Education and Work.

Despite remarkable progress along many indicators of equitable access, participation, and outcomes of schooling, there are still persistent, pervasive issues that must be addresses, including continued disparities in access to athletics and academic programs, sexual harassment, hate crimes, and discriminatory treatment of girls and women. This What Matters brief includes strategies for: * Achieving gender equity in access and opportunities to learn * Achieving a gender-balanced curriculum * Achieving gender-equity in interpersonal relations with/between students * Achieving gender-equity in discipline patterns

Discusses the negative consequences of gender stereotyping in the mathematics classroom, especially for girls. Addresses possible challenges associated with creating a safe learning environment and combating gender stereotypes. Describes difficulties in various settings in the mathematics classroom and explores challenges associated with traditional gender roles, role models, and sexist language.

Gender stereotyping primarily of junior high female math students is a relatively recent awareness. I liked the three points they made on combating this issue, i.e., (1.) reinforcing the fact that math should be nonsexist, (2.) including the contributions that female mathematicians have made to society, (3.) teaching nonsexist language by example. Also, several good ideas on countering domineering students so that all students feel free to participate. I plan to implement the idea of limited and revolving discussion groups

Through the Global Gender Gap Report series, the World Economic Forum has been quantifying the magnitude of gender-based disparities and tracking their progress over time. By providing a comprehensive framework for benchmarking global gender gaps, the Report reveals those countries that are role models in dividing their resources equitably between women and men, regardless of the overall level of those resources. The Report is used by numerous universities, schools, researchers, media entities, businesses, governments and individuals as a tool for their work.

Despite inroads made toward improving gender equality, children continue to be socially and academically disadvantaged due to gender inequality. This month, a special online edition of Our Children is calling attention to the ways attitudes toward gender may negatively affect girls and boys, and how schools and parents can ensure that all children reach their full potential.

Gender Inn is a searchable database providing access to over 6000 records pertaining to feminist theory, feminist literary criticism, and gender studies focusing on English and American literature. All records are carefully indexed using a feminist thesaurus. This very comprehensive site also includes links to other meta-sites and searchable Web databases on the subject.

"Language plays a central role in the way human beings behave and think. The National Council of Teachers of English (NCTE) is concerned about the critical role language plays in promoting fair treatment of women and girls, men and boys. Through careful selection of gender-fair language, NCTE members have the opportunity to influence thought and behavior both directly and indirectly. These guidelines offer suggestions for language use that will open rather than close possibilities and that speakers and writers should consider when engaged in communication activities that include: writing papers and publications preparing handouts and materials designing and delivering oral presentations speaking with students, parents, and community members working with students developing curriculum selecting texts and media exploring language use in classrooms serving on local, regional, and national committees "

Federal law prohibits sex discrimination in schools, yet inequities remain. For examples, teachers often treat boys and girls differently when it is not appropriate to do so. Other issues include limiting access or dissuading girls from participating in science, technology, engineering and mathematics (STEM) courses, over-representation of boys in disciplinary actions, and the impact of stereotyping on access and inclusion. Frances Guzmán, M.Ed., an IDRA education associate, discusses where gender inequities tend to show up in classrooms and how educators can make changes to ensure equity for girls and boys. Frances is interviewed by Aurelio M. Montemayor, M.Ed., director of the IDRA Texas Parent Information and Resource Center.

Discusses the negative consequences of gender stereotyping in the mathematics classroom, especially for girls. Addresses possible challenges associated with creating a safe learning environment and combating gender stereotypes. Describes difficulties in various settings in the mathematics classroom and explores challenges associated with traditional gender roles, role models, and sexist language.

"This list includes more than 100 ways for you to break gender barriers."

Reteaching Gender & Sexuality presents fresh perspectives on gender and sexual diversity. We produce media and other educational resources about the shifting dynamics of gender and sexuality among young people. We use these as tools to facilitate dialogue in communities and among students and practitioners in youth-serving professions. It's a creative and pragmatic approach with a cross-sector impact.

Girls in science and other STEM subjects - technology, engineering, and mathematics - are underrepresented compared to boys despite the progress made in the 40 years since Title IX was signed into law.

"Since its passage in 1972, Title IX has spawned many changes. More girls than ever are playing sports. Doors have opened for them to take advanced math and science courses. Pregnant and parenting students have more educational opportunities. But most experts and educators say-and the data confirm-that gender equality has yet to be achieved. In this collection, Education Week examines the landmark federal law's history, progress, and remaining barriers. "

I EXercise My Rights is a public service, informational campaign designed to educate the public about Title IX. Simply stated: Title IX is a law passed in 1972 that requires gender equity for boys and girls in every educational program that receives federal funding. Many people have never heard of Title IX. Most people who know about Title IX think it applies only to sports, but athletics is only one of 10 key areas addressed by the law. These areas are: Access to Higher Education, Career Education, Education for Pregnant and Parenting Students, Employment, Learning Environment, Math and Science, Sexual Harassment, Standardized Testing and Technology. Since Title IX was passed 35 years ago, it has been the subject of over 20 proposed amendments, reviews, Supreme Court cases and other political actions. That's why we call it a living, breathing law. It is puzzling why there have been so many attempts to change Title IX since the intent of the law (gender equity) has not been met. Thousands of schools across the country are not in compliance with the law. This website explains the regulations in easy-to-understand language and uses real case studies as examples. In addition, it provides ways to find out about Title IX in your local community, links to many governmental and educational organizations for more detailed information and an easy-to-use e-mail system whereby you can contact the Secretary of Education in Washington, D.C. about Title IX.

GLSEN, the Gay, Lesbian & Straight Education Network, is the leading national education organization focused on ensuring safe schools for all students. Established in 1990, GLSEN envisions a world in which every child learns to respect and accept all people, regardless of sexual orientation or gender identity/expression. GLSEN seeks to develop school climates where difference is valued for the positive contribution it makes to creating a more vibrant and diverse community.

The fields of science, technology, engineering and mathematics (STEM) are widely regarded as critical to the state and national economy, but women remain significantly underrepresented within these disciplines. Despite decades of progress in higher education and the workplace, gender bias in STEM fields inhibits many talented women and girls from entering STEM careers, and in the end, this keeps the United States from meeting the technical-skills demand of the future and from remaining economically competitive in the world.

New studies find that female students are performing better in school than their male counterparts. Are the boys falling behind, or are the girls just excelling? What is causing the trend? Host Patty Satalia and a group of experts discuss these questions.

The Safe Schools Coalition is an international public-private partnership in support of gay, lesbian, bisexual and transgender youth, that is working to help schools - at home and all over the world - become safe places where every family can belong, where every educator can teach, and where every child can learn, regardless of gender identity or sexual orientation.