Results of a study of women's access to higher education in Kenya, especially in the areas of science and mathematics, are presented. Forty secondary school teachers completed a questionnaire, and women students studying science and science-based subjects were interviewed. Enrollment at the elementary, secondary, and college levels and the questionnaire and interview responses were examined. Five major school factors were considered: sex-role stereotyping, previous academic achievement, instructional methods, facilities, and teachers. Attitudes toward science were assessed, including self-confidence, career interests, and expectations. The influence of socioeconomic status and parents' education and background was also investigated. It was found that women were underrepresented in higher education and in science and mathematics education and that they also underachieved in these fields. It is suggested that the structure of the school curriculum, its content, and methods influence the enrollment and achievement of females in science. Twelve recommendations to increase the participation of female students in science education are offered; most of these recommendations concern the secondary level. Data are provided on enrollment trends for males and females by educational level, womens' majors, and sex differences in science examinations. (SW)