The interaction between gender, race, and poverty and its effect on children's education is multidimensional and complex, but there are certain generalizations that can be made. The first is that women worldwide are known to be poorer than men (Buvinic and Gupta, 1997). Women in the US are 25-30% more likely to be poorer than men (U.S. Bureau of Census, 2001). A significant proportion of ethnic minority women in the US are poorer than white men and women as well as minority men (Hardy and Hazelrigg, 1995; Schaffner-Goldberg, 1990; Waters and Eschbach, 1995). Crucially, not only are women poorer than men, but they are also becoming increasingly poorer as time progresses (Buvinic and Gupta, 1997) and this impacts strongly on their children's education (Cagatay, 1998). The purpose of this study is to investigate the interaction of gender, race and poverty and address their combined impact on children's education. Literature was examined from a variety of disciplines including: education, psychology, economics, sociology, and nursing; material in English and Spanish; the US and other countries.