The recent flood of new information on structuring human experience along gender lines and on the female component of human experience has profound implications for education. The new scholarship shows that much of what people once assumed to be innate gender difference is in fact produced by adults' different behavior toward boys and girls, of which adults may themselves be unaware. It also shows that the demands on women and men in workplace and family differ greatly from what they were even a generation ago and that gender-stereotypic responses to these demands are detrimental to both men and women. Schools may be promoting gender-stereotypic thinking and behavior by the courses that are offered; the manner in which students are expected to behave and perform; how students are taught, counseled, and coached; and what personnel policies and compensations are offered. This volume summarizes recent reliable information on cognitive and affective differences between girls and boys and looks at the effects of school and schooling on them. More important, it suggests ways to see whether assumptions often taken for granted about men and women are appropriate and, where they are not, how to work toward change. A 48-item annotated bibliography is divided into reference and interdisciplinary works, academic subject areas, and nonacademic areas of school life. Lists of 38 publishers' catalogs and 6 audiovisual distributors' catalogs of materials on women and gender are included. (JB)