This paper examines discourse among fifth-grade students in a science classroom. The authors assess students' participation in small-group activities by focusing on their roles during conversation. The issue of gender equity is raised as an important question to be addressed by teachers, students and researchers in the context of science classrooms. Both authors reflect upon their commitment to enact gender equity in their practice and explore questions and strategies to establish norms and rules that benefit every student in a learning community. (Author)