An evaluation design for educational equity materials was utilized with seven instructional units on sex roles and sex stereotyping for teachers and teacher educators. The instructional units were developed by the Project on Sex Stereotyping in Education in the areas of human growth and development, mathematics education, science education, language arts education, educational history, social studies education, and physical education. Each unit was reviewed by experts in sex stereotyping, subject area, and multi-cultural education. In embarrassment field tests, education students completed questionnaires identifying possible unit improvements. Multiple-choice cognitive tests incorporated alternatives to stereotyped behaviors and myths about males and females. An adaption of the Bem Sex Role Inventory (BSRI), in which subjects rate themselves on characteristics which are given masculinity, femininity, or androgyny scores, was used as an affective instrument for unit evaluations. The units and evaluation instruments were administered by teacher educators. Results indicated that the units significantly increased subjects' knowledge, but did little to affect scores on the BSRI. Inclusion of periodic revision points, and the incorporation of expert and user reviews are among the strengths of the evaluation design. Design weaknesses include the difficulty of obtaining affective measurement results which are both valid and reliable. (Author/JAC)