Authors argued that from an educational perspective sex-linked genetic differences are largely irrelevant, that sex-linked cultural differences are real, but unstable and situational, and finally that bicultural blendings are beneficial and increasingly prevalent. (Editor/RK)

Examines the limitations of several theories of developmental psychology, most notably Kohlberg's stage theory of moral development, and concludes that developmental theory has not given adequate expression to the concerns and experience of women. Argues for an expanded view of adulthood that would result from the integration of the "feminine…

The author offers interview data from female and male children, adolescents, and adults in support of the notion of having two distinct modes of describing the self in relation to others--separate/objective and connected--as well as two kinds of considerations used by individuals in making moral decisions--justice and care. (Author/SSH)

Martin argues that the accepted interpretation of Rousseau's philosophy of education, as revealed in "Emile," is fundamentally mistaken because it fails to acknowledge his discussion of the education of girls. She proposes that Rousseau intended a production and not a growth model which applies to the education of both sexes. (SK)

Drawing on literary and psychological sources, the author documents how theories of the life cycle, by taking men as models, have failed to account for the experience of women. She argues that this bias has promoted a concern with autonomy and achievement at the expense of attachment and intimacy. (CT)

Reviewing research relating mathematical achievement to gender, the authors argue that remedies for math anxiety need to be evaluated and new techniques devised that are most closely linked to theories of learning. They maintain that proper techniques can be effective in reversing female underachievement and preventing math avoidance. (Author/SK)

The competitive definition of success has fostered the popular notion that women are afraid to succeed. Recent research suggests that this anxiety is generated by the climate of competition, not success itself. Rather than training women to compete, the institutions and values that define success should be restructured. (Author/SK)

Three possible causes for the low porportion of female school administrators are examined: differences in male and female socialization, sex discrimination in hiring, and meritocracy. The authors describe two institutes designed to help women achieve higher administrative status and a research project which examines the careers and backgrounds of…

Comparison of standardized test scores and language arts portfolios of 5,264 first and second graders showed that alternative assessments can decrease inequities between blacks and whites. However, girls performed far better than boys on portfolios than on standardized tests. (SK)

Matching almost 47,000 men and women on type of math course taken and grade received, women scored about 33 points lower on the Scholastic Aptitude Test-Mathematics than men who had taken the same course and received the same grade. Sex differences call into question the validity of the SAT as a predictor of college math performance. (SK)