In the past 25 years there has been an enormous increase in the amount of research exploring issues of gender and schooling. New journals have been established, and in the older journals, special issues have been devoted to addressing gender equity in education. For the editors this has raised some questions and concerns as we organized the topics for this first volume of the Research on Women and Education book series. We asked the following questions: Why is the impact of research on classroom practice apparently so slight? Is there a sense that, for females and males, sitting in the same classroom, with the same teacher, progress has been made toward gender equity in education? These are the questions that this book addresses, beginning with an in depth exploration of the field of gender equity in education and a discussion of research and evaluation issues in the field. As we explored the intersections of gender equity with race and class and with interventions on behalf of science and technology and the advancement of girls and women, we were struck with the emergent research on gender and violence and peer harassment in the schools. Hence, we organized the volume into three sections. Part one addresses the evolution of the field of gender equity as it relates to precollege classrooms, and the implications of issues of gender for educational research. Part two is devoted to gender equity in the academy and school leadership as well as issues of gender equity in mathematics, science, and technology. Addressing science, mathematics, and technology, we get a glimpse into the barriers of the mind and the struggle for equal access that girls and young women must overcome in order to experience progress in participation in these traditionally male fields. Part two closes with an important review of the research on gender, violence, and harassment, which has significant implications across grade levels and disciplines, for the creation of equitable learning environments. Part III addresses the double bind of girls and women of color seeking educational equity while also exploring the experiences in single sex schools and its effects on the creation of equitable learning opportunities. Finally we conclude by seeking to redefine gender equity in education based on what the progress and the promise is for the future of equitable schooling. CONTENTS: Preface, Maxine Greene, Columbia University. Introduction, Janice Koch, Hofstra University and Beverly Irby, Sam Houston State University. Part I: Defining Gender Equity. What is the Field of Gender Equity in Education? Questions & Answers, Susan Klein, Patricia Ortman, U.S. Department of Education and Beth Friedman, Williams College, Massachusetts. Research and Evaluation on Gender Equity in Education, Pat Campbell, Lesli Hoey, and Lesley Perlman, Campbell Kibler Associates. Part II: Advancing Gender Equity. Women Leaders: Creating Equitable School Environments, Cryss Brunner, University of Wisconsin, Madison and Genevieve Brown, Sam Houston State University. Gender Equity in the Academy, Joanne Cooper, University of Hawaii. Gender Equity in Science and Mathematics Education: Barriers of the Mind, Penny Hammrich, Temple University. Gender Equity in Technology Education, Jo Sanders, Washington Research Institute. Sexual Violence in Schools, Charol Shakeshaft, Hofstra University. Part III: Redefining Gender Equity. Black Women: Winning or Losing?, Charlotte Harris, Wright State University. Latinas in the Ivory Tower: The Road to Restructuring Tenure Policies, Rosita Marcano, Northern Illinois University. Going Beyond Sex Equity, Patricia Schmuck, Celeste Brody and Nancy Nagel, Lewis and Clark College. Redefining Gender Equity. Janice Koch, Hofstra University and Beverly Irby, Sam Houston State University. About the Contributors.