A one-year study is being conducted to provide a comprehensive, empirical definition of the factors that produce inequitable access to computers and computer knowledge for women, to generate a list of potential solutions to this problem, and to develop a self assessment instrument for use by educators to identify the inequitable access factors operating in districts and/or classrooms. Information on 350 critical incidents--situations where computer use and access were limited for some students--has been collected from educators, students, and parents of students at 12 elementary and junior high schools. The findings halfway through the project indicate that: (1) computers have not found a place in the curriculum; (2) computer technology seems to generate enthusiasm for both very creative and routine tasks; and (3) many students do not understand what they are supposed to be learning on the computer. Gender-related findings are illustrated by means of personal narratives, e.g., females confronted by impediments to computer exposure, female difficulty in maintaining an interest in software content, and fewer opportunities for females to gain out-of-school experience with computer technology. Female perseverance in computer use is also illustrated. A nine-item bibliography is provided. (ESR)