Increasing the numbers of female students in math and science courses where female participation rates are low relative to male rates has been a goal of educators for many years. A major purpose of reducing the gap is to ensure that women do not prematurely exclude themselves from career opportunities by dropping college and university prerequisite courses in high school. While in recent years the gender gap has been reduced in some of the professions such as medicine and finance, the gap persists in fields such as engineering and scientific research. It is also difficult to determine the reasons for the increase in female participation in mathematics, or the relative effectiveness of different interventions, because systematic program evaluation is unusual. This report summarizes research which investigates the ways in which female participation in math and science can be encouraged. Areas of emphais include reasons for under-representation of females, and increasing female participation. Three types of intervention in educational settings are described; they are: (1) one day conferences; (2) staff development; and (3) curriculum. Thirty-one references are listed. (CW)