In the United States, women accounted for 44 percent of the workforce but only 15 percent of the science and engineering jobs during the 1980s. Traditional socialization from a number of different sources educates girls and women to believe that these non-traditional careers are not available to them. Several previous researchers have shown that one socializing force in schools is the image of scientists in science textbooks. The purpose of this study was to investigate the relationship between images of science careers and junior high school students' attitudes toward science occupations. Eight classes of students in grades 6 to 8 (n=211) were shown sex-biased collages of images. Four classes were shown pictures with a male bias, and the other four the opposite condition over 4 weeks in their science classes. Following treatment, students completed a questionnaire, a Draw-A-Scientist test, and a Q-sort of science occupations. It was shown that: (1) student background characteristics were significant predictors of Q-sort scores; (2) there were significant differences between the treatment groups; and (3) the treatment was more effective for the girls in the sample than for the boys. A questionnaire, a sample collage, and protocols for the Draw-A-Scientist Test and the Q-sort are included. (CW)