This examination of computer equity argues that current educational trends--which emphasize teaching applications of computers rather than programming--will limit the computer skills of students. Added to this difficulty is the argument that some students (often minority and female students) need not be pushed to learn programming if they don't wish to do so. It is suggested that a commitment to equal access requires that such choices, between applications and programming, should not be made for students based on their apparent lack of interest or sex-based stereotyping. Various strategies for breaking down the programming barrier are discussed, and the importance of advanced computer skills for jobs of the future is stressed. Three recommendations to enhance computer equity are made: (1) computer literacy instruction should be required for all students, and should include programming, applications, and discussions of the political and ethical issues surrounding the uses of technology; (2) all students should have equal access to computers both in school and at home; and (3) activities both inside and outside the classroom should be provided to overcome the effects of sex- and race-stereotyped assumptions about computers. (84 references) (EW)