Research from sociology, science education, mathematics education, and psychology, as well as data from the National Assessment of Educational Progress (NAEP) indicate some of the causes of and potential solutions for sex inequities in science education. NAEP has indicated that 13- and 17-year-old girls have strong negative attitudes toward science and have little belief that the discipline can be useful to them. Research suggests that social factors (role models and sex stereotypes), educational factors (enrollment patterns, adult expectations, and class activities), and personal factors (spatial visualization) all contribute to this negative attitude. Possible remedies include adaptation of teaching strategies to female student needs, use of experiments that would enhance girls' spatial abilities, and incorporation of structured lab work. A national study has identified 10 teaching factors that affect retention of girls in science, including attractive classrooms, nonsexist teacher-developed materials, teacher awareness of sexism, and teacher encouragement of extracurricular activities. (LP)