This paper describes the equity component of an ongoing mathematics and technology inservice program which aims to create awareness of equity issues and develop strategies essential to achieving equity. Equity interventions are briefly reviewed. Research evidence suggests that social and experiential factors help determine participation in mathematics, which is linked to achievement. Affective factors seem to be major contributors to gender difference in both achievement and enrollment in mathematics. Modifiable variables are noted, and successful programs named. A theoretical model for equity training is presented, with the equity component discussed in detail. (MNS)