This study is a followup to the author's earlier study of the learning differences exhibited by museum exhibit visitors and seeks to discern the effects of the pathological cultural problems identified by other researchers in a science education setting. The setting for this followup study was the New Mexico Museum of Natural History and Science. Field observations at the site focused on gender differences exhibited by visitors in interacting with the exhibits, age differences in patterns of interaction, and what sociological theory of education best fits with those observations. Results have implications for how science is taught to girls. Contains 24 references. (DDR)