This publication discusses the development of girls and women within a hierarchical power structure and the effects on their self-esteem and performance. It describes the differences between girls' and boys' learning styles and educational experiences, which have differential effects on self-esteem and performance, particularly in mathematics and science achievement. Girls face obstacles in the form of teacher bias, a socialization process that teaches passivity, and high schools that break up friendship networks. Public schools can replicate the experience of academically strong girls' schools by: (1) mandating teacher training about equity in the classroom; (2) incorporating teaching techniques that place more emphasis on collaboration and hands-on learning; (3) including women authors and heroines in assigned readings; and (4) using textbooks that depict women participating in science and historical events. A list of organizations that sponsor programs in support of girls' education is included. (LMI)