Introduction Education knows no distinction and students should have equal opportunities and rights irrespective of their sociological or demographic characteristics. However, traditionally it has been observed that some domains of education have remained the preserves of male students; while some other domains are preferred for female students. This compartmentalized treatment carried across gender distinction has had the effect of polarizing educational and career pursuits in a prefixed manner such as denying the right to know and educate in a specific area of education. Till about two decades ago the entry of women in physical sciences and engineering courses was considered an act of adventurism and even to this day the number of female students that enroll in engineering courses is very limited. This paper examines the gender issues of equality and representation in the K-12 education system and gives out the major findings based on the observed trends from the structured study of literature in the area. Gender Equity McElroy(2007) cites Peggy McIntosh who gives an exhaustive definition of gender issues in school education: “The phrase can refer to all aspects of school structure and behavior that reflect the society’s socialization of male and female to be “opposite” sexes. I think the phrase is not inclusive enough to indicate the wider concerns of the women’s movement, which brought it into being. We need to talk about women’s and men’s experiences, not just our problematical “issues.” Still, the phrase “gender issues” is a useful shortcut to the subject of how schools reflect our present systems of sex/gender politics. I think that the phrase induces fear in many women and guilt or impatience in many men. Women may fear that talking about “gender issues” will either create conflicts or add to a tension between the sexes that they want to deny. Men, naturally enough in light of new perspectives coming out of the women’s movement, often feel guilty at hearing a phrase like “gender issues.” Some feel that if they have done anything wrong to women they don’t know what it is, and they feel unjustly accused. This level of analysis is, of course, far too simple.” Wimpee &Mack(2005) cite an important report compiled by the American Association of University Women(AAUW) as follows, “In 1992, the American Association of University Women released a report called “How Schools Shortchange Girls,” authored by Susan Bailey, director of the Wellesley College Center for Research on Women. The report is a quite thorough distillation of 3,500 national studies conducted between 1983 and 1991. Nearly every aspect of male and female students’ lives was compared, from test scores to the amount of attention received from teachers. Findings of AAUW Research   * NAEP reading and math scores do not mirror these results: girls outscore boys in English consistently over time and have drawn even in math scores.   * NAEP tests are designed to assess knowledge.   * 1998 SAT results showed boys placing ahead of girls by 7 points in English and 35 points in math.   * SAT scores are supposed to predict success in the first year of college.   * Because of lower SAT scores, girls get fewer college scholarships.   * Girls consistently outperform boys in college GPA.   * Twice as many boys as