Factors pertinent to females in American science and mathematics-related disciplines are examined, focusing on explanations for the poorer representation of females, their lower rank, and their seemingly poorer productivity once within the professions. Using a multidisciplinary approach, some of the usual explanations for their poorer showing are reexamined, suggesting that ability, personality traits, and early sex-role socialization are hardly a match for the real world constraints and barriers women face in the educational and occupational sphere. A conclusion is drawn suggesting that the social processes involved in becoming a professional scientist are better explanatory variables than individual factors in explaining women's achievements. (Author/JN)