This study determined the practices of secondary teachers in classroom situations related to gender equity. Researchers investigated: 1) whether teacher behaviors perpetuated sex stereotypes; 2) whether teachers gave more attention to either gender; 3) levels of student participation; 4) opportunities for student participation; and 5) gender equity in instructional materials. The researchers worked in five rural Missouri high schools, using cluster sampling in two classrooms in each school. Surveys of students and teachers included 13 questions on gender equity and attitudes. Researchers also used two observation instruments (one on teacher behavior and interaction and the other on embedded discrimination). Results indicated that: student-teacher interactions were perpetuating gender stereotypes; teachers gave more attention to male students; male students received more of the higher-thinking-skills questions; male students interacted more with teachers (though students perceived that both genders interacted equally); male students received more opportunities for participation in the classroom; and instructional materials were gender equal. The paper offers five recommendations for remedying this unequal situation. (Contains 21 references.) (SM)