The National Council of Teachers of Mathematics' standards have addressed equity more directly than most other initiatives, speaking clearly to the traditional dis-advantages that girls and minorities face in math. While high school girls and boys take similar numbers of science courses, boys are more likely than girls to take all three core science courses-biology, chemistry, and physics. Of these, physics shows the largest gap. Girls make up only a small percentage of students in computer science classes. Girls are significantly more likely than boys to enroll in clerical and data-entry classes, the 1990s version of typing.
Boys are more likely to enroll in advanced computer science and graphics courses.
School software programs often reinforce gender bias and stereotypical gender roles. Girls consistently rate themselves significantly lower than boys on computer ability, and boys exhibit higher self-confidence and a more positive attitude about computers than do girls. Girls use computers less often outside of school. Boys enter the classroom with more prior experience with computers and other technology than girls. Teachers need guidance on using classroom technologies to advance the dual goals of equity and high academic achievement.