Beginning in 1987, a reform movement was heavily funded by the National Science Foundation (NSF) to change the teaching of calculus. Borough of Manhattan Community College (BMCC) received seven NSF grants over an eight-year period, allowing the college to: establish a state-of-the-art calculus computer lab; purchase calculators, graphing calculators, and laptops; send selected faculty to workshops and run workshops for faculty; and hire half-time college lab technicians and support staff. This paper presents results of an assessment of how BMCC's students feel about themselves in pre-calculus and calculus classes and, in particular, how they feel about the use of computers, graphing calculators, working in groups, and creating written research projects and portfolios of their work. Students were asked, through a questionnaire and interviews, on a scale of one to five, how strongly they agreed with 15 statements; comments were also solicited. Data were analyzed for the whole cohort and then by gender to see if women responded differently than men. Results are discussed for each of the 15 statements, and student comments are reproduced. One implication of the study is that there needs to be increased sensitivity in order to make women equal partners in the classroom and laboratory. (AEF)