This paper addresses the problem that gender imbalance in curriculum and instruction contributes to sexism, stereotyping, and bias in schools. The study was conducted in a reading classroom in a grade 6-8 middle school of 970 students in a suburban area of the northeast United States. The program focused on inservice workshops and integration of women's history and gender equity materials to increase awareness of gender bias. The results indicate that when educators are able to identify personal biases in teaching practices and are exposed to gender-fair school programs, they become more conscious of daily teacher-student interactions, instructional strategies, and resources reflecting gender-fairness in the curriculum. Appendices include a resource guide for gender fairness, a sample equity grant proposal, the teacher questionnaire, and suggested goals for implementing gender committees in a school. Contains 51 references. (EH)