This paper, which includes a substantial literature review, examines the perceived impact of the academic environment on the personal and professional opportunities of male and female faculty and addresses strategies to promote gender equity in the classroom. Survey data were gathered from a random sample of faculty at a southern postsecondary institution. Factors considered included child care, tuition waivers, opportunity for advancement, faculty development and mentoring, and employment assistance for spouses. The sample ranged in age from 29 to 64; 55.6 percent were male, 90.1 percent were white; most held Ph.D. or Ed.D. degrees; 56.3 percent were full time faculty members; 78 percent were married; and 70 percent had one or more children. Findings revealed that men and women appeared to view structural opportunities within higher education in the same way and to have similar perceptions of what universities should be doing. Of significance were differences between responses for males and females on attitudinal items concerning inequities for the sexes. Women believed they were constrained professionally by the existing informal structure or because of outside responsibilities. Finally, the paper looked at what teacher educators can do to create an androgynous classroom climate. The paper concludes with a self-quiz and suggested classroom strategies that foster androgynous environments, curricula, and institutions. An appendix provides the survey instrument and a table of results. (Contains 31 references.) (ND)