The effects of faculty training in sex equitable and effective interaction skills were assessed. Twenty-three professors participated in a two and one-half day training workshop that focused on (1) the elimination of sex-biased teacher-student interactions in the classroom; and (2) the distribution, precision, and quality of teacher responses to students' verbal behavior. Each classroom was observed three times, resulting in 138 (45 minute) observations. The INTERSECT Observation Instrument was used by five trained observers to code classroom interactions for each observation. Compared to a matched control group of 23 professors, the teachers who underwent training had significantly more interactions with students. Training increased interaction by 38%, reduced the percentage of salient students who monopolized interaction, and also reduced the percentage of silent or nonparticipating students. More students participated more equitably in the classrooms of the trained teachers. Training also increased the range and precision of professor reactions to student responses. Over half of the untrained teachers' reactions were in the acceptance category (a non-evaluative, diffuse response), while trained professors used more praise, remediation, and criticism, which gave more precise and helpful feedback to students. (Author/SW)