The effects of using a microcomputer for electronic research on the achievement and attitudes of eighth-grade boys and girls (N=247) were investigated. The study analyzed three dimensions of student themes, two sets of computer achievement measures, and three attitudinal dimensions for each of three treatment groups. Results showed no unpredicted differences by treatment group, but significant sex-related differences in theme writing and attitudes toward computers and sex roles. No differences in computer performance emerged in the computer group. Before the experimental treatment, girls held significantly fewer stereotypes and more positive attitudes toward their sex's potential computer abilities than boys, and the predicted reduction in the attitude gap between boys and girls that used computers emerged in the posttest. This study provides support for the generalizations that: (1) the computer task has greater influence on computer achievement than inherent verbal or spatial skills; and (2) experience using computers reduces sex-related stereotypes. It suggests that new technologies foster educational equity. (Author/JN)