Investigated the family as a context for gender typing of adolescent science achievement. Findings indicated no child gender or grade-level differences in science-related grades, self-efficacy, or interest. However, parents were more likely to believe that science was less interesting and more difficult for daughters than sons. Parents' beliefs predicted children's interest and self-efficacy in science. Fathers used more cognitively demanding speech with sons than with daughters during one science task. (Author/KB)