Background Materials and Curriculum Resources
to Encourage Females Into the Fields of
Mathematics, Science and Technology:
An Annotated Bibliography

Prepared for the Ontario Women's Directorate
By Beth McAuley
March 1990

The Ontario Women’s Directorate is pleased to thank the following people who assisted in
the research phase of this bibliography:

Marilyn Dickson, Federation of Women Teachers’ Associations of Ontario;
Kamala Jean Gopie and Betty Lamont, North York Board of Education;
Gila Hanna, MEGA, Ontario Institute for Studies in Education;
Sue Lewis, then at Equals, Lawrence Hall of Science, Berkeley CA;
Loma Wiggan, Faculty of Education, York University;
and the librarians and staff at F.W.T.A.O., North York Board of Education,
Toronto Board of Education and O.I.S.E.

Table of Contents
General Materials

1

Math
background materials

11

curriculum resources

16

Science
background materials

21

curriculum resources

27

Computers and Technology
background material

35

curriculum resources

40

Appendix A

Distributor's Codes

44

Appendix B

Location Codes

55

Appendix C

Journals andNewsletters

58

Appendix D

Associations

62

GENERAL

General References
(Distributor)

(Location(s)/Call Number(s))

Baker, Maureen.
“What will Tomorrow Bring?... “A Study of the Aspirations ofAdolescent
Women. Ottawa: Canadian Advisory Council on the Status of Women, 1985. 176 pgs.
This research study indicates that female adolescents are not being adequately
prepared for a changing world. Effective guidance and counselling services may be
needed to encourage more awareness of the technological changes that will affect their
career choice. Of special interest is the chapter on Education which looks at
educational aspirations, course selection, extracurricular activities and the barriers faced
in pursuit of educational goals.
(CCSD)

(OISE/305.40971 B168W)

Baker, Maureen.
“Quand je pense à demain...” Une étude sur les aspirations des adolescentes.
Ottawa: Conseil consultatif canadien de la situation de la femme, 1985.195 pgs. This is
the French edition of the research study cited above.
(CCSD)

(OISE/Women's Resource Centre)

Berthelot, Michèle, and Nicole Coquatrix.
Au delà des mythes: les hauts et les bas des travailleuses non traditionnelles:
Faits Saillants. Recherche sur les conditions de travail et de formation de
jeunes femmes exerçant un emploi non traditionnel (Diplômées de
renseignement secondaire, collégial et universitaire.) Gouvernement du Québec,
ministère de l’Éducation, coordination à la condition féminine, 1989. 39 pgs. This
research report looks at women working in three levels of non-traditional occupations:
these, include young women with secondary diplomas employed as butchers and
dental technicians; collegiate graduates working as architectural technicians and
physical science engineers; and university graduates employed as mathematicians,
dentists and engineers. The research analyzes working conditions, salaries, sexual
harassment, sexist stereotyping, the gains and rewards of such work, and the
difficulties in attaining these occupations. Major influences include parental attitudes,
father’s occupation and teacher encouragement and support. The authors recommend
the ongoing improvement of orientating young women towards non-traditional careers
and the important roles schools and teaching staff must play in helping them achieve
their goals.
(GQ)

(OWD Resource Centre)

GENERAL

2

Blackstone, Pamela, ed.
Breaking the Barriers: Encouraging Girls in Math, Science, and Computers.
Software and Information Kit. Victoria, B.C.: Victoria Status of Women Action
Group in Association with Software Training Associates, 1989. This kit, intended for
girls in grades 3 through 7, consists of a software disk for students and print materials
for teachers. It is divided into five sections: 1) a multiple choice Herstory Quiz (on
diskette) — a game focusing on Canadian women’s achievements in math and science
with reference materials for teachers; 2) a 73-page report which includes reviews of
recent research and recommended intervention 3 strategies; 3) a 93-page listing of
educational resources (software, curriculum aids, etc.) ; 4) activities to augment
classroom lessons and enhance logic and problem-solving skills; and 5) a bibliography.
Software available for IBM PC/XT, Apple II Series, Macintosh.
(STA)

Cantin, Diane, and Lisette Lambert.
Perfectionnement du personnel enseignant du second cycle du primaire.
Acquisition d'attitudes non sexistes dans les pratiques et activités
pédagogiques. Guide d'animation. Guide de participation. Guide d'activité
pour les élèves. Québec: Gouvernement du Québec, ministère de l’Éducation,
Coordination à la condition féminine, 1989. The three components of this kit are
designed to assist the teachers of primary schools examine the sexism in teaching
practices and curriculum materials and to provide non-sexist replacement strategies.
Guide d’animation (16 pgs.) supplies the necessary tools with which to organize a
training workshop for teachers. The overall objectives are three-fold: to sensitize
teaching and counselling personnel to the manifestations of sexism, to help them
analyze educational practices and to discuss intervention techniques. In the Guide de
participation (78 pgs.) are exercises for the participants. A workplan provides an
overview of the activities and their duration. The activities focus on a wide range of
issues from sexist language to the effects of stereotyping on children to sociological
factors. Questionnaires and discussion topics facilitate analysis and reflection. In-class
activities are included in the Guide d’activités (81 pgs.) . Lessons cite grade level
suitability and objectives, and provide questions, written exercises, games and puzzles
that help the student explore such topics as stereotyping, sexist language, the relevance
of mathematics for girls, and the differences between boys and girls. Bibliographies.
(GQ)

(OWD Resource Centre)

Cotera, Martha P.
Checklists for Counteracting Race and Sex Bias in Education Materials.
Newton, Mass.: Women’s Educational Equity Act Program, 1982. 32 pgs. This handbook
provides guidelines and checklists to be used in selecting and evaluating elementary
curriculum materials for discrimination and sexual bias. Bibliography.
(WEEA)

(OISE/370. 19345 C514)

GENERAL

Davis, Barbara Gross, and Sheila Humphreys.
Evaluating Intervention Programs. Applications for Women's Programs in
Math and Science. New York: Teachers College Press, 1985. 0-8077-2787-3. 228 pgs.
The purpose of this handbook is to assist instructors, directors, and school
administrators evaluate and strengthen existing women’s programs. There is an
overview and rationale of evaluations and their designs, explanations of tools used to
gather and assess information (questionnaires, interviews, observations, documents and
records), and evaluation strategies for conferences, workshops, speakers, internships,
exhibits, and courses and curricula. Illustrated. Resources. Glossary. Index.
(OISE/TCP)

(OISE/500.82 D261 E)

Erickson Gaalen, Lynda Erickson, and Sharon Haggerty.
Gender and Mathematics/Science Education in Elementary and Secondary
Schools. Richmond, B.C.: Province of British Columbia, Ministry of Education, 1980.
78 pgs. The inquiry focuses upon the lower level of achievement among girls as
compared to boys in British Columbia schools. It discusses sex-related differences in
science and mathematical achievement, programs designed to help female students
such as the “Math for Girls” project, and intervention strategies. Resources. Appendix
and Bibliography.
(BCEd)

(OISE/3 70.1 9345 E68G)

Gouvernement du Québec. Ministère de l’Éducation.
Guide D’Animation. Pareille, Pas Pareils. 1985. Édition revue et augmentée.
Gouvernement du Québec, ministère de l’Éducation, ministères des Affaires Sociales,
consiel du statut de la femme, 1986. A comprehensive guide to facilitate workshops
with preschool educators on the subject of non-sexist education. The nine modules
cover the topics of sexism and stereotyping; differences between boys and girls physiological, personality traits and stereotypes; non-sexist games for equal
development; advertising and its negative impact; books, television and songs; division
of roles; how to change sex role models; individual and collective actions. Each
module outlines the objectives, advanced preparations, materials needed, exercises and
duration, worksheets, and evaluation forms. An Appendix provides additional activities.
(GQ)

(OWD Resource Centre)

Labatt, Mary Howarth.
“The Quest for Equity. “ Federation of Women Teachers’Association of Ontario
Newsletter. 6 (June 1988): 1-7. The author challenges the myth that racism and sexism
have been eliminated by reviewing recent classroom studies which reveal many
examples of bias and discrimination. She suggests that schools can play a major role in
the quest for true equity - otherwise a majority of Ontario’s students will be unfairly
treated. References.
(FWTAO)

(FWTAO/journals)

3

GENERAL

Labour Canada.
When I Grow Up...Career Expectations and Aspirations of Canadian
Schoolchildren. A pilot project undertaken for the Women’s Bureau of Labour
Canada. Illustrated by Rachel Dennis. Ottawa: Labour Canada, 1986. 77 pgs. This work
provides evidence that boys and girls are becoming increasingly aware of the changes
taking place in the work force where occupations formerly undertaken only by men
are now being staffed by women as well. It stresses the need for young girls to be
made aware of the realities they may face as adult women so that they can plan their
lives for maximum benefits to themselves, their families, and society as a whole.
(LG)

(OISE/Ref. 305.234 W567)

Lamont, Betty et al.
Sex Equity in Elementary Education. Bridging the Gap. 1984. Reprint. North York:
Board of Education, Curriculum and Staff Development Services, Women’s Studies,
1989. 54 pgs. This resource document provides practical strategies for staff, students
and parents to assist in the implementation of three objectives: equal educational
opportunity, awareness of sex-role stereotyping, and the creation of a non-sexist
learning environment. The clearly written strategies can be applied to curriculum
(including math, science and computers), co-curricular activities, the community and
staff concerns.
(NYBEc)

(OISE/370.19345 S5186)

Lewis, Sue, and Ann Davies.
Gender Equity in Mathematics and Science: Girls and Maths and Science
Teaching Project. Canberra, Australia: A Project of National Significance, Curriculum
Development Centre, 1988. 221 pgs. This book is a professional development resource
and documents schoolbased activities that were developed with teachers during the
Australian Girls and Mathematics and Science Teaching Project. In keeping with the
objective of GAMAST of assisting elementary and secondary mathematics and science
teachers develop equitable programs, the authors outline how to incorporate an action
research approach in schools. These methods include in-service activities for
diversifying teaching to include girls, designing programs to start from the experience
of girls as well as boys, developing skills for implementing change in school programs,
and strategies for developing inclusive policy for schools. Worksheets are included.
Each section is referenced.
(McC)

Marrett. Cora Bagley.
Teacher Goals and Race/Sex Equity in Mathematics and Science Education.
Final Report. Madison, Wisconsin: Wisconsin Center for Education Research, 1985.
Microfiches. 164 pgs. This study, which gives particular attention to minority and
female students, sought to determine which goals secondary level mathematics and
science teachers emphasized and the possible link between these goals and the
student-level outcome. The findings indicate a need for further inquiry on teacher

GENERAL

objectives in math and science instruction and development of strategies that would
prove effective for diverse students. References.
(EricDoc)

(OISE/Eric 275 496)

Nicholson, Heather Johnston and others.
“Equity on Purpose: In Pursuit of Excellence in Informal, Out-of-School
Interventions in Math, Science and Technology.” Paper presented at the
Conference of Vision to Reality, Ann Arbor, MI., July 1987. 8 pgs. Microfiche. The Girls
Clubs of America are committed to increasing girls’ out-of-school participation in the
areas of science and mathematics. Non-formal activities which sustain their interest
include visits to science and technology museums and science centres; “camp-ins”
where visiting girl groups sleep over at a host museum for a weekend of workshops;
and television workshops for children. The authors encourage the inclusion of
“intentional” math and science programs in the already existing Girl Scouts (Girl
Guides), 4-H Clubs, etc., and provide strategies for implementing such programs. They
stress the importance of creating an environment of “inquiry” where girls feel
comfortable asking questions and of making connections with various resource centres
in the community that can provide materials and educators. References.
(Phcopy/OISE or EricDoc)

(OISE/Eric 302 401 )

Nicholson, Heather Johnston, and Ellen Wahl.
“Operation SMART: From Research to Program — And Back.” Paper presented at
the International Conference of Girls and Technology, July 1987. 9 pgs. Microfiche.
Operation SMART was founded by the Girls Clubs of America in response to the
technological revolution that is changing women’s roles in the labour market and to
meut the needs of young girls from low income and minority families. The paper
reviews the founding of Operation SMART and briefly describes the components of the
model it incorporated. The program is designed for out-of-school activities and
includes scientific inquiry, scheduled learning sessions in science, mathematics and
technology, career exploration, family involvement. It also outlines training of staff,
staffs experiences with girls in the 6- to 11-year-old groups and adolescents, and their
collaboration with schools, community organizations and professional associations.
References.
(Phcopy/OISE or EricDoc)

(OISE/Eric 302 403)

North York. Board of Education.
Blueprint' Careers...tbe variable is you. North York: North York Board of
Education. This kit is especially designed to assist teachers and female students in the
middle level develop positive attitudes towards the study of mathematics, science and
technology. It includes a list of resources and organizations, biographical sketches of
women who work in these fields, and a section of mathematical and technological
exercises providing concrete and positive experience for high school students who may
lack self-confidence in these areas. Discussion questions, articles and questionnaires
promote career choice awareness.
(NYBec)

(Minkler/371.425 Blu)

GENERAL

Robertson, Heather-jane.
The IDEA Book. A Resourcefor Improving the Participation and Success of
Female Students in Math, Science and Technology./Les femmes et l’éducation,
Cahier d’IDÉES. Un guide pour accroître la participation et la réussite des
élèves de sexe féminin dans le domaine des mathématiques, des science et de
la technologie Ottawa: Canadian Teachers’ Federation, 1988. English 38 pgs./French
39 pgs. This bilingual resource guide outlines the situation facing female students in
science, math and technological education by reviewing several Canadian studies. It
provides educators with strategies and guidelines to counteract stereotypes that
discourage female entry into these disciplines. The emphasis is on providing contact
names and numbers of individuals active in promoting female advancement in these
areas and locations of existing programs (the majority of the references are based in
Ontario): career days, workshops, science, math and computer programs.
(CTF)

(FWTAO/372.7 Rob)

Rogers, Pat, ed.
Proceedings of the CEMSAT Symposium. Glendon College, York University,
Toronto, Ontario, May 24-26, 1989, North York, Ont.: The Coalition for Equity in
Mathematics, Science and Technology, York University, 1990.106 pgs. The Coalition for
Equity in Mathematics, Science and Technology held this symposium to review current
theory and practices and to make recommendations for future action and strategies.
The publication provides the full text of papers presented. Researchers active in the
field discussed international perspectives on gender differences in mathematic
achievement; secondary science education in Canada and the participation of girls; the
teacher variable in the equity equation; and feminist pedagogy. Intervention strategies
presented cover conferences and job site visits to encourage girls in math and science;
science workshops and summer laboratory experiences to promote girls’ participation
in science; workshops and technical studies for females only to encourage females into
technology; and the Women Inventors Project that inspires creativity and
entrepreneurship. Each paper is referenced. Bibliography.
(Phcopy/CEMSAT)

(OWD Resource Centre)

Sanders, Jo.
“Developing Software for Gender Equity. “A Review of Breaking the Barriers,
by Pamela Blackstone. The Computing Teacher 17 (March 1990):54-55. The author
applauds the efforts of the women who created this original software package - one of
the few existing programs designed for female students in the early grades. She also
points out that this publication will play a valuable role in reminding teachers across
North America and elsewhere that “girls’ avoidance of computers, mathematics and
science is itself avoidable.”
(CT)

(Minkler/journals)

GENERAL

Schniedewind, Nancy, and Ellen Davidson.
Open Minds to Equality: A Sourcebook for Learning Activities to Promote Race,
Sex, Class, and Age Equity. Englewood Cliffs, NJ.: Prentice-Hall, Inc., 1983. 0-13637264-3. 273 pgs. The activities in this sourcebook, suitable for grades 3 through 8,
examine ways that racism, sexism, class bias, ageism and competitive individualism in
school reinforce inequality. Designed as a resource that can fit into existing teaching
plans, the activities include role plays, case studies, dilemma stories, co-operative
group situations, and interviews. Mathematics is included as a subject focusing on
graphs, ratio and proportion, percentage and fractions, statistics, calendar lessons.
General References and an Annotated Bibliography.
(PH)

(OISE/C.R. 305 S3610)

Scott-Jones, Diane, and Maxine L. Clark.
“The School Experiences of Black Girls: The Interaction of Gender, Race, and
Socioeconomic Status.” Phi Delta Kappan 67 (March 1986):520-526. The authors
review the findings that are available on the achievement of Black females in
elementary and secondary science and mathematics. They discuss their educational
expectations, aspirations and motivations and suggest that parental methods of
socialization, teacher/students interactions and peer interactions correlate with
academic achievement. References.
(PDK)

(OISE/Journals)

Shapiro, June, Sylvia Kramer, and Catherine Hunerberg.
Equal Their Chances: Children's Activities for Non-Sexist Learning. Englewood
Cliffs, NJ.: Prentice-Hall, Inc., 1981. 164 pgs. This guide is written for parents and
teachers who want to establish sex equity in schools. Chapter 4 covers mathematics
and science providing a brief analysis of sexist stereotyping experienced by female
students and concrete suggestions about what can be done to counteract sexism in
mathematics and science textbooks. Includes learning activities in spatial skills and
exploring the environment that can be adapted to different age levels. References and
Sources. Index.
(o/p)

(OISE/370.19345 S29E)

Skolnick, Joan, Carol Langbort, and Lucille Day.
How to Encourage Girls Into Math & Science: Strategies for Parents and
Educators. Englewood Cliffs, NJ.: Prentice-FIall, Inc., 1982.192 pgs. Suitable for
primary, intermediate and junior high, the 69 activities in this guidebook can be
applied to any in- class unit or at home. They will help develop competence in spatial
visualization, working with numbers, logical reasoning, and scientific investigation.
Each activity introduces skill area, grade level, strategies, concept being explored,
materials needed, directions. An overview of factors prohibiting girls’ confidence and
interest in these subject areas introduces the book. Resource list. Index.
(o/p)

(OISE/507.1073 5422H; FWTAO/32727 Sko; Minkler/507.1073 Sko)

7

GENERAL

8

Stage, Elizabeth, et al.
“Increasing Participation and Achievement of Girls and Women in Mathematics,
Science and Engineering.” In Handbook for Achieving Sex Equity Through
Education, 237-268. Ed. Susan S. Klein. 0-8018-3172-5. The emphasis of this article is
on educational research and program development. It reviews research in the area of
sex differences in quantitative and spatial skills, socialization factors, attitudinal and
affective factors, and introduces a series of intervention programs. These include
special classes for women, the Math for Girls program, classes which address problems
faced by female students, the SPACES project, the COMETS science modules, and
EQUALS teacher education programs. Extensive references.
CHU)

(OISE/370.19345 H236)

Status of Women Canada and Manitoba Women’s Directorate.
Participation of Girls and Women in Math, Science and Technology/
Participation des jeunes filles et des femme en mathématiques, en science et en
technologie. Ottawa: Status of Women Canada, 1989. Microfiche. Eng. 27 pg./French
31 pg. This background paper identifies reasons for the under-representation of girls in
these disciplines. One of the major factors influencing the enrolment of girls is the
exclusion of women’s presence from curriculum materials, the use of female-excluding
language, and the failure to integrate women’s experiences into math and science
courses. Recommendations cited include improved educational material content to
reflect female experiences; course requirement reviews to ensure that students acquire
the level of math, science and technology they need to function in an evolving society;
stronger access and support systems for female students; greater information, career
awareness and role modelling.
(CCSD)

(OISE/Microlog 89-04848)

Thomas, Gail E.
“Cultivating the Interest of Women and Minorities in High School Mathematics
and Science.” Science Education (January 1986): 31-43. The results of a 1982 survey
among college students suggest that students’ career choices and aspirations are
developed at an early age. The article emphasizes the importance of family intervention
in the shaping of students’ interest in and attitudes towards math and science:
encouraging childhood science hobbies and aspirations of being a scientist, supporting
math and science choices and encouraging participation in high school math and
science clubs.
(SE)

(OISE/Journals)

Tsuji, Gerry, and Suzanne Ziegler.
“What Research Says About Increasing the Numbers of Female Students Taking
Math and Science in Secondary Schools.” Scope 4 (February 1990). This issue of
the newsletter prepared by the Research Section of the Toronto Board of Education
summarizes recent research investigating ways in which female participation in math
and science can be encouraged. These strategies include changing the beliefs about the

GENERAL

usefulness of math thereby increasing appeal at a cognitive level, and increasing female
confidence and achievement levels. On-going efforts on the part of educators can
include one-day conferences, staff development and curriculum development.
References.
(THE/Res)

(Minkler/Journals; TBE/Journals)

Urban Affairs Department, Saint Paul Public Schools.
Minority Women in Math and Science. Saint Paul, Minnesota: Urban Affairs
Department, Saint Paul Public Schools, 1982. 44 pgs. This document provides
biographical information about Native American, Asian American, Black and Hispanic
women working in math and science-related careers. Teaching materials introduce the
history and culture of these women to grades 7 and 12 students. Discussion questions
focus on barriers faced by minority women. Glossary of terms. Tables. An appendix
outlines professional fields requiring high school math and science.
(WEEA)

(OISE/Eric 261 115)

Urban Affairs Department, Saint Paul Public School.
Minority Women in Math and Science. Teacher's Guide. Saint Paul, Minnesota:
Urban Affairs Department, Saint Paul Public Schools, 1982. 34 pgs. The guide includes
example lessons and activities that can be used with the student booklet above. The
eight lessons are structured in a conceptual format and cover the themes of
stereotyping, discrimination and careers. Each lesson identifies subject area, grade
level, generalizations, behavioral objectives, teaching and evaluation procedures, and
includes activities, discussion questions, and worksheets. Resources.
(WEEA)

(OISE/Eric 261 116)

Vigier, Rachel, Christiane Pignan-Palmer, Kathy Garnsworthy.
Autre Temps, Autre Moeurs. Guide pédagogique pour une éducation non
sexiste. Toronto: OISE Press, 1981.112 pgs. Twenty-four exercises and games can be
used by teachers in grades 1 to 8 to raise awareness, outline the roles women play in
society, and look at both masculine and feminine stereotypes. Each exercise provides
an objective, discussion questions, and grade level. Brief biographical sketches of
Canadian women (Anglo- and Francophone) provide role models and a chronological
history introduces the suffragette movement in Quebec. Bibliography and Resources,
(o/p)

(OISE/370.19345 V676A)

Whyte, Judith, Rosemary Deem, Lesley Kant, and Maureen Cruickshank, eds.
Girl Friendly Schooling. London: Methuen and Co. Ltd., 1985. 0-416-40050-7. 252
pgs. This is a collection of essays presented by British educators at the Girl Friendly
Schooling Conference in Sept. 1984. There are three focuses: what makes schooling
unfriendly for girls - sex bias, attitudes of teachers towards technology and girls;
interventions to make schooling more girl friendly - ex., girl friendly science and sex
equality; and future directions. Each essay is referenced. Bibliography. Index.
(MethLon)

(OISE/376.941 G525)

GENERAL

"10

Yergeau, Nicole.
S.P.R.LN.T. Stratégie pour réussir l’intégration au non-traditionnel Guide
d’animation. Guide de participation. Guide d’activités. Gouvernement du
Québec, ministère de l’Éducation, la coordination à la condition féminine, 1988. This
three-part kit is in looseleaf format for insertion in a binder. The 116-page Guide
d’animation facilitates the organization of a workshop with counsellors and teachers in
the secondary level. The first section gives an overview of the Quebec labour market
with statistical information illustrating the professional concentration of women and
their professional segregation, disparity in incomes and employment patterns between
men and women. This leads into the area of career choices for adolescents and the
difficulties experienced by women in some non-traditional occupations. How to set up
a training session is described in the second section. The step-by-step preparation
guide gives materials needed, activities and their duration, subject information, attitudes
and techniques. The 59-page Guide de Participation provides discussion questions and
exercises that focus on the practices and attitudes in the schools where teachers play
an important role in career choices. An introductory session provides an overview of
the employment situation for young women in the nontraditional workforce and looks
at reasons why females don’t choose these careers. The following session challenges
attitudes and practices through exercises, questionnaires and cites examples that can be
used to reverse non-supportive attitudes. The Guide d’activités (189 pgs.) is a
workbook of exercises for teachers to conduct in class. The topics include myth and
realities, orientation towards non-traditional careers, how to make female students feel
welcome in a technical program, support networks for girls, employment information,
and evaluations. References.and bibliographies.
(CQ)

(OWD Resource Centre)

MATHEMATICS

Mathematics
Background Materials
Burton, Leone, ed.
Girls Into Math Can Go. London: Cassell Education Ltd., 1986. 0-304-31602-4. 257
pgs. A collection of essays that surveys the research work done over the last decade on
the influences affecting girls in mathematics. The first section of the book discusses the
problems affecting female students: rate of attainment between males and females,
attitudes and sex differences, gender roles at home and school. The second section
presents strategies educators and researchers have implemented in their classrooms.
Each essay is referenced. An appendix provides a herstory of women in mathematics.
Index.
(CTY)

(Minkler/510.88042 Cir; TBE/QA27.5 C77 1986)

Cassey, Patricia Lund.
“Encouraging Young Women to Persist and Achieve In Mathematics.” Children
Today 12 (January-February 1983):8-12. What will keep High School female students in
mathematics? Based on two major research studies and her long-term involvement in
summer programs to encourage young women into mathematical-related professions,
the author found that schools offering functional equivalents of first-year college
courses in advanced mathematics opened the possibility of professional careers to
many young students who may not have discovered their skills and interests soon
enough. The teachers who taught these courses made the difference by providing
much needed positive reinforcement.
(Cht)

(OISE/journals)

Chapman, Susan. F., Lorelie Brush, and Donna M. Wilson, eds.
Women and Mathematics: Balancing the Equation. Hillsdale, NJ.: Lawrence
Erlbaum Associates, Publishers, 1985. 0-89859-3697. 381 pgs. Among its many
purposes, this collection of twelve research articles is intended to help mathematics
supervisors and teachers prepare young students for successful working lives. The
articles stress women’s participation in mathematics, provide summaries of research
results concerning the factors that influence student participation, and informed advice
about strategies educators might use to improve participation. References. Index.
(CCP)

(OISE/510.88042 W872)

Christensen, Rosemary and others.
American Indian Women and Mathematics: An Annotated Bibliography of
Selected Sources. Minneapolis, Minn.: Minneapolis Public Schools, 1982. Microfiche.
25 pgs. This bibliography addresses the factors affecting the participation and
performance of Minnesota Native girls in mathematics - socialization, educational
exposure and attitudes. The forty-six entries (1967-1982) include journal articles and
conference papers. Among the subjects covered are minority group achievements and
performance in math, math anxiety and avoidance, academic achievement of Native

11

MATHEMATICS

Americans, and sex-role orientation and stereotyping.
(MPS)

12

(OISE/Eric 234 970)

Eddowes, Muriel.
Humble pi: The Mathematics Education of Girls. York, England: Longman for
Schools Council, Longman Resource Unit, 1983. 32 pgs. Based on the poor
achievement of British girls in mathematics, the booklet outlines reasons and offers
practical suggestions for remedying the situation. Brief strategies draw upon the
experiences of practising teachers of mathematics and include classroom approaches
and teaching methods, encouragement of girls at all levels, non-sexist teaching
materials, school organization, options and career guidance, and. extra- curricular
activities.
(LRU)

(OISE/C.R. 510 E21 M)

Ellis, Dormer, ed.
Math 4 Girls: Four Research-based Essays Concerning the Mathematical
Education of Girls. Toronto: Ontario Educational Research Council, 1988. 28 pgs.
Three of the four essays in this booklet provide a synopsis of current theoretical
discussions: evidence that the proportion of girls studying mathematics can and should
be increased; a challenge to the common belief that girls are innately inferior in
mathematical aptitude; and the results of an international study of achievement in
mathematics of boys and girls. The fourth essay describes initiatives that have been
taken to motivate girls to retain mathematics — career conferences, career days, and
female-oriented math programs. Each essay is referenced.
(OERC)

(Minkler/510.88042 Mat; TBE/QA12.M37 1988)

Jeffrey, Adele.
An Investigation Into Math Anxiety Among Elementary Teachers. North York:
North York Board of Education, 1988. 39 pgs. The author reviews research which
Studies the reasons why female elementary teachers experience math anxiety and how
this anxiety can influence students. Strategies teachers can use to remedy the anxiety
among students are outlined: develop problem-solving abilities, create a supportive
learning environment, encourage parental involvement, emphasize career choices,
encourage conference attendance. Bibliography. An Appendix provides a Math Anxiety
questionnaire for elementary teachers.
(N/A)

(Minkler/371.1 0019 ]ef)

Kenschaft, Patricia K.
“Black Women in Mathematics in the United States.” The American
Mathematical Monthly 88 (October 1981):592-604. This article is among the first to
document the achievements of Black women who have earned doctorates in pure or
applied mathematics. The author has researched and written brief biographical
sketches of their lives with an emphasis on their academic achievements.
(AMM)

(OISE/Journals)

MATHEMATICS

Lafortune, Louise, ed.
Femmes et mathématique. Montreal: Les Éditions du remue-ménage, 1986. 2-89091065-2. 260 pgs. Six Quebec professors and researchers presented their papers at the
1987 conference Femmes et Mathématique. The topics, representing a variety of
perspectives, include sexual stereotyping versus positive teaching methods; histories of
three mathematicians; research results of a project undertaken to understand the
reasons for female underrepresentation in sciences and math; aspects contributing to
the mathematical mystique; the importance of family influence in career choices of
female students; and reasons for mathematical blocks in female students. Resources.
Bibliography. Appendix of notes on workshops.
(DD)

(OISE/510.82 F329)

Macfarlane, Jim and Pat Crawford.
Effects of Sex-Segregated Mathematics Classes on Student Attitudes and
Achievement in Mathematics: A. Y. Jackson Secondary School Year I. North York
Board of Education Research Report, September 1985. 57 pgs. This is the first of three
reports documenting the pilot project at A.Y. Jackson Secondary School. Concern over
the high proportion of female high school students opting out of math prompted
concerned staff members to stream all grade 10 advanced mathematics classes by sex.
These students remained in sex-segregated classes until grade 12. This first report
discusses the project’s methodology and application, and addresses the four main
issues of sex segregated classes and participation rate, students’ attitudes towards
mathematics, students’ achievement, the reaction of students, parents and teachers.
Appendices provide a literature review of the subject, questionnaires and interview
materials used. (See “Sangster” below for following reports.)
(NYBE/Res)

(Minkler/51 0.712 Mac; OISE/370.78071 3 N867BER)

McClellan, Kathryn T.
“Math Anxiety: Cause, Impact and Challenge to Black Students.” Unpublished
paper. Hurst, Texas, 1984. 7 pgs. Microfiche. Math anxiety harshly affects Black
students who are underrepresented in many science and engineering areas. The author
looks at common causes such as low expectation and callous reaction by teachers to
student questions and responses, insufficient role models, failure to be properly trained
in early grades. Strategies to counteract these negative factors are outlined.
(Phcopy/OISE or EricDoc)

(OISE/Eric 241 270)

“Minorities and Mathematics.” Special Issue. Journalfor Research in
Mathematics Education 15 (March 1984). 176 pgs. “A rainbow coalition of
researchers” attempt to synthesize the available research on minorities and
mathematics. Their papers examine learning and participation of minorities in
mathematics; mathematics education for Native Americans and Asian Americans; the
achievement of Black students; and the underachievement of Hispanics. A brief report
of a project held in New York City provides a model to help minority students prepare
for mathematics-based careers.
ORME)

(OISE/]ournals)

13

MATHEMATICS

14

Mura, Roberta, et al.
“Attitudes, experiences et performances en mathématique d’etudiantes et
d’etudiants de cinquième secondaire selon leur choix scolaire.” Les Cahiers de
recherche du GREMF: Group de recherche multidisciplinaire féministe 9
(1986). 234 pgs. This study was prompted by the declining enrolment of females in
secondary level math courses and the failure of existing research to address or attempt
to explain this phenomenon. Among the variables looked at by the authors are
subjective value of mathematics, attitudes towards success in mathematics, scholarly
and professional aspirations. The document describes the project and analyzes the
research data at its various stages. Extensive tables. References.
(GREMF)

(OISE/Women's Resource Centre)

Nicholson, Heather Johnston, and Ellen Wahl.
“Who Stole the Cookies? Out-of-school Math in Operation SMART.” Paper
presented at the Annual Conference of the American Association for the Advancement
of Science, Boston, MA., February 1988. 7 pgs. Microfiche. The mathematical activities
are designed for females between the ages of 6 and 18 years. Focus is on the principles
fundamental to understanding mathematics - deduction, spatial, visualization, ratios,
and variables - rather than on drill and practice. Examples are provided. The
importance of staff participation in encouraging females in the study of mathematics
and science is emphasized. Critical strategies include self-awareness among staff about
their own issues of equity and learned incompetence and keeping records of what
does and doesn’t work to encourage participation among the female students.
References.
(Phcopy/OISE or EricDoc)

(OISE/Eric 302 404)

Rogers, Pat.
“Real Women Don’t Do Math! A Mathematics Camp for Grade 10 Girls.” Ontario
Mathematics Gazette 25 (December 1986):38-43. The author describes one of the
three-day residential mathematics conferences (1985 and 1986) held at York University
and offered to 10th grade girls from North York schools. The conferences, designed to
give the girls a collaborative experience in the process of creating mathematics, are
structured on four components: an orientation workshop on mathematical problem­
solving skills and strategies; small group problem-solving sessions; discussion groups;
and group presentations. The article focuses on the problem-solving workshop,
provides sample problems and discusses one group’s problem-solving result.
(OMG)

(Minkler/Journals)

Sangster, Sandra, and Patricia Crawford.
Effect of Sex-Segregated Mathematics Classes on Student Attitudes,
Achievement and Enrolment in Mathematics: A. Y. Jackson Secondary School,
Year II. North York: North York Board of Education Research Report, November 1986.
78 pgs. This report summarizes the results of the second year of segregating advanced
mathematic classes and assesses student achievement, attitude, participation and the

MATHEMATICS

reactions of students and parents to the program. It also discusses teaching styles and
strategies and makes recommendations for changes. Appendices include questionnaires
used and the analysis of findings.
(NYBE/Res)

(Minkler/510.712 San 1986)

Sangster, Sandra.
Effect of Sex-Segregated Mathematics Classes on Student Attitudes,
Achievement and Enrolment in Mathematics: A. Y. Jackson Secondary School,
Year III. North York: North York Board of Education Research Report, March 1988. 69
pgs. The results for the third year of the pilot project (1986-87) involving Grade 12
students, are presented in four sections: student attitudes towards mathematics,
achievement in mathematics, perceptions of the impact of sex-segregated classes and
future plans, and participation in mathematics. The difference in trends over the threeyear period was of borderline statistical significance providing little evidence of a
strong impact of the program on the attitudes of female students. Appendices include
questionnaires, longitudinal analyses, and documented student reactions.
(NYBE/Res)

(Minkler/510.712 San 1988)

Wiggan, Lorna.
Mathematics: The Invisible Filter. Toronto: Toronto Board of Education:
Mathematics Department, 1983. The four components of this kit include a Report on
Math Avoidance, Math Anxiety and Career Choices, and three booklets looking at
various aspects of mathematics anxiety. The 52-page Research Report documents the
results of a project examining the sex-related differences in mathematics among
Toronto Board of Education students. They indicate that as females proceed through
the grades, their participation in mathematics and related courses decline more sharply
than males. The Appendices include “Guidelines for Planning a Career Day” and “Math
Anxiety Courses and Programs.” Bibliography. The booklets cover the issues of career
planning for female students, suggestions for parental support, and strategies for
students to overcome math anxiety.
(TBEd/Math)

(OISE/370.19345M427;TBE/QA11 M371985)

Willms, J. Douglas, and Suzanne Jacobsen.
“Growth in Mathematics Skills during the Intermediate Years: Sex Differences
and School Effects.” InternationalJournal of Educational Research.
Forthcoming. This study examined differences in the rates at which grades 3 and 7
males and females acquired different types of mathematical skills - mathematical
computation, concepts, and problem-solving. “ The study is unique in that it
emphasized students’ rates of growth in mathematics ability, rather than their level of
ability at one particular time.” References.
(IJER)

(OISE/Journals)

15

MATHEMATICS

Curriculum Resources

16

Afflack, Ruth.
Beyond EQUALS: To Encourage the Participation of Women in Mathematics.
Oakland, California: Mills College, 1982.149 pgs. This resource document is designed
for instructors with a goal of encouraging women to participate in mathematics.
Emphasis is on problem solving, concrete representation, spatial and logical reasoning.
Exercises include introduction to function machines, mathematical functions and
application; problem solving; arithmetic and algebra; games and activities. Although it
is intended for instructors of adult women, the material could be adapted to secondary
level workshops and classrooms. Solutions are provided. Bibliography.
(Eq)

(Minkler/W.S. 510.71 Aff; 0ISE/C.R. 51 0 A257B)

Avital, Shmuel.
Fun with Mathematics. Toronto: OISE Press, 1986 227 pgs. 0-7744-5075-4. The
problems in this workbook are designed for intermediate and high school students.
There are eleven chapters of activities, most of which will fit easily into an existing
curriculum. Included are patterns, angles, plane and space, fractions, squares, perfect
numbers, number chains, division, how to explore and solve problems. Answers
accompany each chapter. Glossary of terms.
(OISE)

(Minkler/510 Avi; OISE/51 0 A9595)

Chapline, Elaine B., and Claire M. Newman.
Teacher Education and Mathematics. Flushing, N.Y.: Queen’s College of the City
University of New York, 1984. Microfiche. The complete package of Teacher Education
and Mathematics (TEAM) modules was prepared for use in elementary courses or
workshops and is designed to reduce math anxiety and develop math skills. These
modules provide a new and comprehensive approach to teacher education that
enables prospective teachers to reduce their own math anxiety levels, to develop solid
math teaching skills, and to create a positive classroom environment. There are nine
sections: Instructors’ Handbook, Metric Measurement, Choice and Chance, Sex-Role
Stereotyping, Women, Mathematics and Careers, Women as Mathematicians,
Approximation and Estimation, Demystifying Math, and Patterns. Each come with
teaching and student materials. Bibliographies.
(WEEA)

(OISE/Eric 259 91 7-925)

Downie, Diane, Twila Slesnick, and Jean Kerr Stenmark.
Math for Girls and Other Problem Solvers. Berkeley, California: Math/Science
Network, Lawrence Hall of Science, University of California, 1981. 108 pgs. A
handbook of exercises for 7- to 13-year-old females introducing them to hands-on
experiences in logical thinking and problem solving. Strands include logic, strategies
and patterns; more difficult problems requiring a non-obvious solution; creative
thinking, estimating and observing; spatial visualization. The handbook is intended to
be used to set up a “math for girls class” in a school, museum, or recreation centre, but
it can also be used for workshops or in the classroom as part of the mathematics

MATHEMATICS

curriculum. Instructions are written simply and concisely to facilitate teacher
preparation. Illustrated, photographs. Index of activities. Bibliography and list of
resources.
(MC)

(OISE/510 D751 M; FWTAO/372.7 Dow)

Federation of Women Teachers’ Association of Ontario.
Cartes d'activités métriques: cycle moyen. Traduites et adaptées par L’Association
des enseignantes et enseignants franco-ontariens, Ottawa, n.d. 28 pgs. There are sixtyone short activities in this workbook which demonstrate three aspects of metric
measurement: linear, surface and volume. Each exercise includes brief instructions,
materials needed and discussion questions.
(CFORP)

(OISE/C.R. Franco-Ontarien MAT 016)

Hardeman, Carole Hall, and Barbara T. Laquer.
MATHCO Kit. Newton, Mass.: Women’s Educational Equity Act Program, 1982.
MATHCO is a unique attempt to reach young people at the age when math breakdown
occurs - at the junior high/middle school level. The material is arranged in five
modules: math and careers, patterns, sequences and equations, math in your world,
close encounters with everyday math, math and science. A Teachers’ Guide
accompanies each module and provides a complete package of all MATHCO materials
for the planning and implementation of coursework in conjunction with regular math
curriculum. Each module includes a motivational filmstrip presentation with audio
cassette, teacher guides and activity sheets (providing an overview of the activity, a
listing of math skills used, time needed, objectives, a list of materials needed), and
student activity sheets (overview of activity, listing of math skills needed, materials,
directions for completing activity). An Inservice Manual is included providing
instructions for a teachers’ workshop to familiarize them with MATHCO contents.
(WEEA)

(OISE/C.R. 507 H258M)

Kaseberg, Alice, Nancy Kreinberg, and Diane Downie.
Use EQUALS to Promote the Participation of Women in Mathematics. Berkeley,
California: Lawrence Hall of Science, University of California, 1983. 134 pgs. The
purpose of this manual is to train educators through workshops providing them with
the tools to teach students in classroom settings. The emphasis is on math avoidance
among females in the elementary and secondary levels. Strategies and materials are
designed to encourage female students to continue in mathematics courses throughout
their schooling, increase students’ confidence and competence in doing mathematics,
and relate the usefulness of mathematics to future career choices. The Appendices
provide sample workshops, problem-solving activities, career activities and
bibliographies.
(Eq)

(Minkler/W.S. 510.71 Kas; OISE/C.R. 510 K192u)

Krause, Marina C.
Multicultural Mathematics Materials. Reston, Virginia: The National Council of

17

MATHEMATICS

Teachers of Mathematics, Inc., 1983. 76 pgs. This illustrated workbook introduces
games from Africa, Asia, Oceania, Europe, and the Middle East, with a special section
devoted to the Hopi Indians of North America. Many activities cross grade levels
ranging from grades 1 to 8. Each activity, designed for immediate use with only simple
materials required, is introduced with an historical background, materials needed,
object of game, how to play, number of players, and references. They include Egyptian
numeration, Ko-no (a Korean line game), Origami cup, petroglyph, dreidel, Quipu
(Inca record keeping), Aztec calendar, Hopi Rain Cloud (circles and half circles), Hopi
18

Bird (study of geometric shapes).

(NCTM)

(OISE/C.R. 510 K91 M)

Massialas, Byron, G. Project Director.
Fair Play: Developing Self-Concept and Decision-Making Skills In the Middle
School Decisions About Mathematics. Student Guide. Newton, Mass.: Women’s
Educational Equity Act Program, 1983. 120 pages. The eighteen lessons in this book
explore female and male attitudes towards mathematics and look at factors that
discourage female students from math studies. Suitable for grades 6 to 9, the exercises
and questions demonstrate how math is a part of daily life and illustrate female
occupations that incorporate mathematical skills. Concepts such as collecting and
analyzing data, frequency tables, mean, mode and median, ratios and percentages, and
line and circle graphs are demonstrated. There is a strong emphasis on women in the
workforce and career planning in mathematical professions for female students.
Illustrated. Clear language.
(WEEA)

(OISE/C.R. 305.3 M41 7F V.4)

Massialas, Byron G. Project Director.
Fair Play: Developing Self-Concept and Decision-Making Skills In the Middle
School Decisions About Mathematics Teacher's Guide. Newton, Mass. : Women’s
Educational Equity Act Program, 1983. 133 pgs. The guide provides an overview for
each lesson which includes duration of class, student objective, teaching suggestions,
purpose, vocabulary learned, background information and special preparations if
necessary. It also gives answers to in-class activities, and suggests points for in-class
discussion with an emphasis on roles women play in the home and in the work force,
social differences between men and women, pay inequity. Print and audio-visual
resources.
(WEEA)

(OISE/C.R. 305.3 M41 7F V.4 T.C.)

Percevault, John B. and Gordon Orlick.
Teaching Mathematics in the Early Childhood Classroom. Edmonton, Alberta:
The Alberta Teachers’ Association, 1987. 0-920696-43-0. 106 pgs. This document
combines theory and practical application. Twenty-four articles explore learning
strategies for pre-kindergarten, kindergarten and primary students emphasising
curriculum development and mathematics as creativity. The activities focus on problem
solving, pre-number concepts, pattern and rhythm, winter mathematic activities,

MATHEMATICS

manipulative games, primary geometry, arithmetic, and graphing. References.
(ATA)

(Minkler/372.72044 Tea)

Perl, Teri Hoch, and Joan M. Manning.
Women, Numbers and Dreams. Biographical Sketches and Math Activities.
Graphic Design: Analee Nunan. Santa Rosa, California: National Women’s History
Project, 1982. 0-938625-07-1. 191 pgs. This book provides role models for young
women and introduces a variety of mathematical concepts suitable for grades 3 to 8.
The sketches of thirteen women - both contemporary and historical - are graphs
incorporating number theories such as multiples, prime numbers, triangulars, abstract
algebra, and fibonacci numbers. Additional mathematical activities explain the concepts
while the biographical sketches portray women who applied them in their daily work
lives: computer programmer Ada Lovelace, mathematician Mary Boole, linguist Mary
Somerville, Native American and statistician Edna Lee Paisano. “The reader is permitted
and encouraged to make photocopies of the math activities.”
(NWHP)

(FWTAO/372.7 Per)

Perl, Teri Hoch, and Joan M. Manning.
Women, Numbers and Dreams. Biographical Sketches and Math Activities.
Teacher's Manual Santa Rosa, California: National Women’s History Project, 1982. 25
pgs. This manual suggests ways of integrating Women, Numbers and Dreams into a
teaching program. Math activities have been included with the biographical sketches to
show that mathematics is far more than the arithmetic learned in elementary school.
Shade-in exercises introduce a wide range of concepts: “shade all multiples of 9” to
“shade all regions containing decimal numbers that are symmetric when translated into
binary form.” Additional exercises extend explanation; role playing and discussion
questions for each biography integrate real life applications. Two lesson plans are
included providing models for developing projects, activities, and discussions around
the various stories in the book.
(NWHP)

(FWTAO/372.7 Per)

Saunders, Hal
“When are we ever gonna have to use this?” The Mathematics Teacher 73
(January 1980):7-16. In order to answer this question asked by many high school
students, the author interviewed 100 people from a variety of occupations to determine
what kind of mathematics they actually use in their work. Typical mathematical
problems encountered in these occupations were collected during the interviews and,
along with strategies and recommendations for teaching, eighteen are included in this
article. The occupations include pharmacist, air traffic controller, electronics engineer,
meteorologist, environmental biologist, auto mechanic, and farmer.
(MT)

(OISE/journals)

19

MATHEMATICS

20

Toronto Board of Education. Mathematics Department.
Calendar Math. Mathematics Activities for Adults and Children to do together
in the home. Toronto: Mathematics Department, Toronto Board of Education, 1988.
This twelve-month calendar, reissued yearly, is an opportunity for parents and teachers
to work together with their children to help them enjoy mathematics. The collection of
activities relates to monthly themes and centres around Grades 3 and 4, but many can
be simplified for students in earlier grades or extended to Grades 5 and 6. Each month
has about five ideas for projects that include recipes, constructions, experiments,
puzzles or problems, and outdoor activities.
(LP)

Wiggan, Lorna, et al.
Everyday Math 1. Toronto: Learnxs Press, 1980. 0-920020-12-7. 156 pgs. A variety of
exercises for students in grades 7 to 10. Mathematical concepts are applied to everyday
life situations and activities such as reading the newspaper, shopping, employment,
and eating. The activities cover non-computational use of numbers, fractions, decimals,
percents, and ratio and rate. Illustrated. Graphs and tables.
(LP)

(OISE/C1 4140 E93; FWTAO/372.7; Wig/ TBE/QA39.2 E93 1980)

Wiggan, Lorna, et al.
Everyday Math 2. Toronto: Learnxs Press, 1980. 0-920020-13-5. 116 pgs. More
exercises for students in grades 7 to 10 which cover the mathematical concepts of
linear measurement, area, temperature, time, volume-capacity, mass, and measurement
review. Illustrated.
(LP)

(OISE/C14140E93; FWTAO/372.7 Wig; TBE/QA39.2 E932 1980)

SCIENCE

Science
Background Materials
Beauchamp, Rachelle Sender.
“Women inventors project.” Federation of Women Teachers’ Association of
Ontario Newsletter 6 (June 1988):21-24. The Canadian Women Inventors Project in
Waterloo, Ontario, is an educational program with the objective of breaking the cycle
of women’s exclusion from technical creativity. This article provides a background of
the Project, describes a video about women inventors and a one-day pilot workshop
held in Sept. 1987. “Women’s inventions and the whole subject of inventing itself were
excellent tools for turning girls on to the excitement and creativity of science,
technology and entrepreneurship and interesting them in non-traditional occupations.”
(FWTAO)

(FWTAO/journals)

Bournival, Marie-Thérèse.
“Profession? Femme de sciences!” La Gazette des Femme, Conseil du Statut de
la femme 8 (Novembre-décembre 1986):8-15. This article profiles women ranging from
high school and college students actively pursuing careers in science to women
working in the field. Interviews are conducted with high school students in Montreal
pursuing medicine, an award-winning university chemistry major, a statistician college
major, a geneticist and an anthropologist. The women talk about gender differences,
their future ambitions, experiences at school, and their determination to make it in a
changing world. References.
(GF)

(OISE/Women's Resource Ctr.)

Chauvin, Marny.
“Women in Science - What Schools Can Do.” Comment on Education 17 (April
1987):19-25. Despite the optimistic observations of the late 1970s indicating that more
Canadian women were entering careers in science, engineering and technology,
current statistics show that women remain anomalies in these fields. The author looks
at reasons why female students don’t enter science courses and what schools can do to
affect change. Strategies include emphasis on parental support of science studies,
discussion in high school classes focusing on the difficulties women face of balancing a
career and family, and introducing science courses earlier in the elementary level.
References.
(COE)

(OISE/Journals; Minkler/Journals)

Ching Hilda Lei, ed.
Proceedings of the First National Conferencefor Women in Science,
Engineering and Technology/Actes de la Premier Conference Nationale des
Femmes dans les Sciences, le genie et la technologie. Vancouver, B.C. May 20-22,
1983. Sponsored by the Society for Canadian Women in Science and Technology. The
published proceedings of this groundbreaking conference are intended to provide the
basis for future ideas, discussions, and strategies for change. The three sections consist

21

SCIENCE

of major addresses and papers, panel discussions, and workshop summaries.
Participants discussed intervention programs, science education, expanding female
students’ horizons, girls and women in math and science. Workshops surveyed current
strategies such as EQUALS. List of participants.
(SCWIST)

22

(OISE/Women's Resource Centre)

“Femmes et Science/Women and Science.” Resources for Feminist
Research/Documentation sur la rechercheféministe 15 (November 1986). 87 pgs.
This issue presents the many ways that women engage in scientific endeavours - not all
of them recognized by official Science. The five sections reflect this diversity: the status
of women scientists in Canada; barriers facing women in scientific professions; women
and scientific knowledge; women’s scientific practices in nutrition, food production,
home economics; and the search for a new approach to science. Extensive references.
(RFR)

(OISE/Journals)

Ferguson, Janet.
Who Turns the Wheel? Proceedings of a Workshop on the Science Education of
Women in Canada. Ottawa: Science Council of Canada, 1981. 136 pgs. The papers
presented at the workshop held in 1981 addressed important issues affecting girls in
Canadian science classes: their enrolment and achievement in high school science, sex
differences in intellectual ability, the roles of educators and teachers, assessment and
recommendations of intervention techniques. Endnotes provide references.
(SCC)

(TBE/Q1 30.W67; OISE/305.435 W926W)

Government of Ontario. Ministry of Education.
Inventory of Ontario Women in Scientific and Technical Fields./Répertoire des
femmes dans les domaines des sciences et de la technologie en Ontario. Toronto:
Government of Ontario, Ministry of Education, 1988. Eng. 53 pgs./French 55 pgs. The
inventory can assist secondary school science teachers in finding resource people
within their own geographical areas in order to provide female students with role
models in non-traditional scientific and technical careers. The occupations cover related
professions and trades in life science, earth and space science, and physical science.
The speakers are drawn from all regions of Ontario. The directory includes the
professional’s name, phone number, occupation, region, and grade level suitability.
(ON Me)

(OWD Resource Centre)

Gouvernement du Quebec. Ministère de l’Éducation.
Pour me brancher sur l’avenir, je choisis la science et la technologie.
Gouvernement du Québec, ministère de l’Éducation, coordination à la condition
féminine, 1987. A comprehensive information kit for educators and students informing
them about non-traditional career options. A 62-page booklet, A Chacune son métier,
contains interviews with twenty-five women in non-traditional work. An informative
114-page guide for adolescents, Explorons de nouveaux espaces, discusses nontraditional work for women in a technological age. It also provides a bird’s-eye view of

SCIENCE

female students participating in a wide range of non-traditional programs. The students
speak candidly about their experiences revealing the prejudices and barriers as well as
their personal methods of combatting them. Finally it outlines secondary level studies
needed to prepare for non-traditional occupations and looks at available post­
secondary courses. Other items included in the kit are a poster promoting women’s
non-traditional careers, audio visual resources, and a compilation of articles on the
subject. References and bibliographies are cited in the two publications.
(GQ)

(OWD Resource Centre)

23
Harding, Jan.
Switched Off: The Science Education of Girls. York, England: Longman for Schools
Council, Longman Resources Unit, 1983. 56 pgs. Focusing on the British school system,
the author discusses ways in which stereotyping operates, how out-of-school
experiences influence boys and girls differently, types of science courses offered, and
roles that guidance and counselling play in course selection and career options. She
presents a range of strategies that schools can draw on to extend and promote girls’
opportunities in science. References and further readings.
(LRU)

(OISE/C.R. 507 H263S)

Humphreys, Sheila M.
Women and Minorities In Science: Strategies for Increasing Participation.
Boulder, Colorado: Westview Press, Inc., 1982. 0-86531-317-2. 218 pgs. The twelve
authors of this book assess what can be done to change attitudes of both students and
educators so that women and minorities can achieve full participation in scientific and
mathematics-related professions. Throughout the emphasis is on intervention strategies
from teacher training to high school career paths for women in physics. References.
(WV)

(OI5E/305.435 W872)

Kahle, Jane Butler, ed.
Women In Science. A Reportfrom the Field. Philadelphia Press, 1985. 1-85000-0204. 251 pgs. The focus of the nine essays in this collection is on women in the biological
sciences. Topics discuss entrance patterns and retention and reward systems,
differential pay scales, the double bias of racism and sexism facing minority women,
the underemployment and underutilization of women in science. Of particular interest
are two essays: “Retention of Girls in Science: Case Studies of Secondary Teachers” and
“Factors Affecting Female Achievement and Interest in Science and in Scientific
Careers.” Each essay is referenced. Author and Subject Index.
(FP)

(THE/Q1 30.W658 1985; OISE/305.435 W8722)

Klainin, Sunee, Peter J. Fensham, and Leo FI.T. West.
“The Superior Achievement of Girls In Chemistry and Physics In Upper
Secondary Schools In Thailand.” Research In Science & Technological
Education 7 (1989):5-14. Grades 10, 11 and 12 female students in Bangkok, Thailand
outperform boys in upper secondary school chemistry and physics. The authors

SCIENCE

suggest that influences come from the structure of the curricula (those who opt for the
science stream must do biology, chemistry, and physics for three years), and the fact
that physical sciences are not male dominated. These explanations may provide a
framework to apply to investigations in western countries where gender imbalances are
being addressed. Tables. References.
(RSTE)

24

(OISE/Journals)

Malcom, Shirley A.
“Who will do Science In the next century?” Scientific American (February
1990): 112. The author gives a synopsis of the critical situation in the United States in
the field of scientific occupations. She warns that there will be a serious shortage of
scientists in the coming years unless the students now entering or wanting to enter
scientific studies, the majority of whom are minority and female students, are
welcomed into and encouraged to succeed in the scientific community.
(SA)

(Minkler Journals)

Manthorpe, Catherine A.
“Men’s Science, Women’s Science or Science? Some Issues Related to the study
of Girls’ Science Education.” Studies In Science Education 9 (1982):65-80. The
author introduces a critical analysis of “equality of opportunity” stating that it is not
enough to “attract” girls into science. She agrees that facilities for girls in science must
be improved, and argues that in addition the structure of science, the social relations
upon which science is built, must be altered in order to remove the greater barriers
preventing girls from attaining successful scientific professions. References.
(SSE)

(OISE/Journals)

Mura, Roberta.
À la recherche de la subjectivité dans le monde des sciences: point de vue
féministes. Ottawa: Institut Canadien de recherches sur les femmes, 1989. 47 pgs.
How would a feminist perspective affect scientific study? How would women’s
involvement affect reproductive technology, for example? Is the female concern with
life-giving rather than life-destroying forces any reason to deny women access to
scientific work? These are just some of the challenging questions the author raises in
this critical analysis of the scientific world. Taking into consideration the works of
critical thinkers such as Evelyn Fox Keller, Luce Iragaray and Sandra Harding, she
demonstrates how and why women have been underrepresented in scientific
endeavour, and argues against the notion that objectivity is a more superior approach
than subjectivity. The women active in the field today are introducing new and
innovative paradigms to the physical, applied, pure and natural sciences which
incorporate women’s concerns and demonstrate that even though women approach
scientific study differently than men their work is of no lesser value. References.
(CRIAW)

(OISE/305.40971 C928)

SCIENCE

Mura, Roberta, Meredith Kimball, and Renée Cloutier.
“Girls and Science Programs: Two Steps Forward, One Step Back.” In Women
and Education: A Canadian Perspective, eds. Jane Gaskell and Arlene McLaren,
133-149. Calgary: Detselig Enterprises Limited, 1987. A study of students in the last year
of secondary schools revealed that it is not necessarily anxiety or lack of ability that
keeps female students from mathematics, rather it is that careers in math and science
are made to seem incongruous with female roles - especially motherhood. In order to
encourage greater participation of women, it is important that women’s concerns be
reflected and that the system be changed to meet women’s as well as men’s needs.
References.
(DET)

(OISE/376.971 W872)

Ogilvie, Marilyn Bailey.
Women In Science — Antiquity through the Nineteenth Century: A Biographical
Dictionary with Annotated Bibliography. Cambridge, Mass.: The MIT Press, 1986.
0-262-15031-X. 254 pgs. This very well designed dictionary documents the
contributions women have made to science throughout history. The introductory essay
provides an historical context with brief overviews of major chronological periods from
Antiquity to the 20th century. The biographical accounts, arranged alphabetically,
include vital statistics, an overview of the women’s scientific work, and coded
references to the Annotated Bibliography for further reading. The dictionary is a
valuable learning tool as well as a resource for further research.
(MIT)

(OISE/509.2 034W)

Raat, Jan H., Jan Harding, and Ilja Mother.
“Proceedings: GASAT Conference 1981. Reports on the Conference Girls and
Science and Technology.” Vol. 1. Eindhoven, The Netherlands: Eindhoven University
of Technology, 1981. Microfiche. 37 pgs. This report provides a succinct overview of
the strategies formulated at the conference reflecting the objective of increased
participation of girls and women in science and technology. These include teacher
education, on-going research, support for women outside the classroom, intervention
strategies, development of curriculum and teaching materials, teaching methods, and
classroom management. There are two other volumes of published materials from the
conference. Volume 2 documents the twenty-one papers presented, and volume 3
outlines initiatives taken by the participating countries.
(EricDoc)

(OlSE/Eric 262 995-997)

Rand, Donna, and Lydia H. Gibb.
“A Model Program for Gifted Girls In Science. ” Journalfor the Education of the
Gifted 12 (Winter 1989): 142-155. This article discusses background information and
related research concerning the “girls only” program. Basic components of the program
include parental involvement, female role models, hands-on investigations, and
enjoyment of science activities. Brief descriptions of two sample activities are provided.
The model can be adapted in the public or private school or by a community group

25

SCIENCE

and is applicable to the general population of girls as well as gifted girls. Bibliography
and References.
jeg)

26

(OISE/journals)

Rosser, Sue V.
Female-Friendly Science: Applying Women’s Studies Methods and Theories to
Attract Students. Elmsford, N.Y.: Pergamon Press, Inc., 1990. 176 pgs. 0-08- 037470-0.
A severe shortage of trained scientists is predicted for the 1990s, and it is indicated that
among those most qualified and eligible to alleviate this shortage are women and
minorities. The issue of how to attract and keep women and people from diverse
backgrounds in the fields of science is the focus of this recently published work. The
suggestions, based on feminist pedagogical methods and theories of women’s studies,
will be useful to science and health educators at the secondary and college levels who
are interested in opening up their science classrooms to women and people of colour.
The contents include a review of the crisis in higher education, feminist theories and
methods that can make course content less alienating for women, approaches in
teaching science that connect to students, research by women scientists reflecting
women’s ways of knowing, sexism in textbooks, and warming up the classroom
climate for women. Bibliography of feminism in science, feminist pedagogy, feminist
theory, and women and science. Index.
(PERG)

(OISE/Women's Resource Centre; OISE/CIRC-507.11 /R828F)

“Science and Technology/Science et technologie.” Edited by Ursula Franklin
and Jeanne Maranada. Canadian Woman Studies/Les Cahiers de la femme 5
(Summer 1984). 95 pgs. This issue provides a broad range of background reading on
women in science and technology from the impact of microtechnology on society and
the technological effects on the workplace to the attitude of females towards
mathematical studies and pursuit of professions in science and technology. While some
articles provide analysis others suggest ways to encourage young females into these
professions. Interviews with women scientists and mathematicians, biochemists and
electricians discuss the achievements and concerns of women working and studying in
these areas. References.
(CWS)

(OISE/journals)

Terlon, Claire.
“Filles et garçons devant l’enseignement scientifique et technique. Recherches
anglo-saxonnes.” Revue Française de Pédagogie 72 (Juillet-août-septembre
1985):51-59. The author provides a brief review of the existing English literature (19631980) that focuses on cognitive differences between males and females and
socialization of the sexes. This research brings to the public’s attention the problems
contributing to the gender gap and the diverse strategies that are providing direction
for students, parents, guides and administrators, promising more equal involvement of
females in scientific and technological professions. References.
(RFP)

(OISE/journals)

SCIENCE

Women Inventors Project.
Daughters of Invention: An Invention Workshop for Girls. Handbook for
Planners. Waterloo, Ontario: The Women Inventors Project, 1988. 85 pgs. Three-hole
punched for binder. This manual is designed to help teachers and workshop facilitators
create a one-day event for female students. The contents can be applied to grade K
through 12. The handbook is divided into two sections. The first provides an overview
of the Women’s Inventors Project and its pilot invention workshop for girls held in the
fall of 1987. The second section and the accompanying 14 appendices provide the nuts
and bolts of workshop organizing. Tasks outlined include: identifying objectives and
goals, age groups and numbers of participants, assembling a management team,
financial budgets, resources, and time lines. Among the items illustrated in the
appendices are: tips on learning styles for girls and how to encourage group learning,
a glossary of inventors’ terms, sample patent drawings and abstracts, a bibliography, a
herstory of inventing, examples of workshop activities from self-development to
creative and inventing activities, and a list of women’s inventions available for display.
(OISE C.R.608.7/W191 D)

(WIP)

Whyte, Judith.
Girls Into Science and Technology: the Story of a Project. London: Routledge and
Kegan Paul, 1986. 0-7102-0364-0. 290 pgs. This book is an account of the Girls Into
Science and Technology Project undertaken at the Manchester (UK) Polytechnic, 19791984. Designed as an action research program, GIST had the twin aims of investigating
the causes of female underachievement and simultaneously trying to change the
situation. The author describes the need for GIST and the research design, looks at the
ways girls are “edged out” of classes, discusses the program’s intervention strategies,
identifies components of girl-friendly science, looks at the pros and cons of single-sex
and mixed-sex schooling, analyzes teachers’ responses to GIST, and describes the effect
of the five-year program. Tables. Bibliography. Appendix. Index.
(RCH)

(OISE/507.1041 W629G; TBE/Q183.4 G7 W48; FWTAO/372.3 Why)

Curriculum Resources
Adams, Richard C.
Science with Computers New York: An Experimental Science Series Book, Franklin
Watts, 1987. 0-531-10324-2. 128 pgs. The author, a science and computer science
teacher and a columnist with The Computing Teacher, has written a very clear,
accessible book for secondary-level students. The objective is to show how computers
can be used in conjunction with science projects making data easier to handle,
mathematics a whiz, the results more valid and easier to interpret. Programs are
designed for Apple II series of computers with BASIC computer language. Ideas for
science projects without computers are also included. Lessons cover number crunching,
statistics, sorts and data bases, simulations, computer as a laboratory tool, and word
processing. Glossary. Appendices. Selected Readings. Index.
(FRK)

(TBE/Q183.9 A33 1987)

27

SCIENCE

28

Baeckler, Virginia.
Storytime Science. Illustrated by Vera Johns. Hopewell, New Jersey: Sources, 1986. 09603232-28. 102 pgs. This book offers a unique approach to introducing science to
nursery and elementary level children. The author’s premise is that story hour is a time
of magic and wonder when children “transcend the practical limits of everyday
thinking and plunge into the world of make believe.” After telling them a fanciful story,
the time is right for exploring the world of the unknown. Power is the theme of the
twenty-seven storytime experiments: power of air, liquid, heat, battery, light, vibration,
growth, and decay, and self-power. Each experiment provides a list of suggested stories
that can be used in conjunction with the experiments. Additional notations provide a
brief introduction to the activity and list the needed materials. Discussion is encouraged
and homework provides a follow-up to the lesson. Appendices.
(Sou)

(TBE/TJ1 63.95 B29 1986)

Brooks, Phyllis, and Jane Fletcher.
Careers for Girls in Science. Toronto: Toronto Board of Education, Science
Department, n.d. 60 pgs. Provides biographical profiles of twelve contemporary
Canadian female scientists. In clearly written language the women discuss their work these include an aeronautical engineer, obstetrician, registered nurse, forestry technical
assistant, laboratory technician, and chemical engineer.
(TBE/Sc)

(Minkler/507.088042 Bro)

Brown, Ken, and Don Plumb.
Keeping Your Options Open, North York: North York Board of Education, n.d. This
kit of sixteen transparencies is designed to facilitate an in-class presentation to grade 10
female science students to educate them about the evolving job market and present
career options in the fields of high-technology. The transparencies focus on statistical
information about female enrolments in maths and sciences, careers requiring a science
background, inequality in the workforce, women who do science, and a summary.
Follow-up activities, audio-visual resources and a list of speakers complete the kit.
(NYBec)

(Minkler/507.088042 Brow)

Connors, Wayne T. et al.
Science fare: A Practical Guide for Parents and Students. Markham, Ont.:
Sciencefare Press, Inc., 1988. 0-201-50043-4. 63 pgs. A colourful guidebook written for
students in grades 4 to 10 who want to explore science by creating a science project.
Instructions help them to research, organize, measure, design, problem-solve, trouble­
shoot, analyze, report and present. Step-by-step instructions include the getting-started
phase of creating flow charts and timelines, choosing and researching a topic, planning
experimental or non-experimental topics, doing an experiment and keeping records,
wrap up and summary, building the exhibit for the fair, evaluation and judging
procedures. Checklists throughout assist the student. Illustrations depict active female
and male learners. Clearly written. References.
(A-W)

(FWTAO/372.3 Con)

SCIENCE

Fraser, Sherry.
S.P.A.C.E.S. Solving Problems of Access to Careers in Engineering and Science.
Illustrated by W. S. Wells. Palo Alto, California: Dale Seymour Publications, 1982.
0-86651-147-4.141 pgs. Spiral bound. A collection of math and career activities for
students in grades 4 through 10. The exercises are designed to stimulate students’
thinking about scientific careers, develop problem-solving skills, promote positive
attitudes towards the study of math, increase interest and knowledge about scientific
work, strengthen spatial visualization skills, and introduce language and familiarity with
mechanical tools. Women’s participation in science is emphasized (a women-scientist
card game is included). Introductions for each activity define the skill, time needed,
participants (groups or individuals), materials needed, preparation and directions.
Extensions and work sheets are supplied.
(Eq)

(Minkler/W.S. 371.42 Spa; OISE/C.R. 371.42 S732)

Hargrave, Enid, and Janet Brooks.
Science Through Infant Topics. Teachers’ Book A. General editor Brenda Prestt.
London: Longman Scienceworld Series, Longman Group Limited, 1987. 0-58218-610-2.
156 pgs. The scientific exercises in this guidebook are designed for the 5- to 8-year-old
student. The key skills learned are observing, communicating, measuring, recording,
classifying, predicting, controlling variables, investigating. There are twelve activities to
cover a full year. Each one takes place in a specific setting: a fall market, a gymnasium,
around a Christmas tree, in a workshop. Discussions about the people and their
occupations and activities enable science and related activities to be seen as an
essential part of people’s lives. Topics include seeds and growth seasons; forces and
energy in physical exercise; observation, combinations, sorting, textures and colours;
nails and screws, wood and metal. Diagrams set out the main objectives of each
scientific experiment, list materials needed, and describe the presentation of the
activity. The participation of the children is integral to the exercises themselves.
Lavishly illustrated; female and male children are portrayed as active learners.
Resources. Index.
(CCP)

(OISE/C.R. 500 H279LT.b.a.)

Hargrave, Enid, and Janet Brooks.
Science Through Infant Topics. Starter Book A. (To be used with Teachers’ Book
A.) General editor Brenda Prestt. London: Longman Scienceworld Series, Longman
Group Limited, 1986. 0-582 18-819-9. 32 pgs. This oversized display book functions as
a tabletop flipchart and accompanies lessons in Teachers’ Book A above. The colourful
illustrations depict the people involved in the twelve different activities and provides a
focal point for each lesson. Discussion points are located on the reverse side of the
illustration that assist the teacher in initiating an exploration of occupations and starting
the scientific experiments.
(CCP)

(OISE/C.R. 500 H279L S.b.a.)

29

SCIENCE

30

Heller, M., M.-E. Campbell, F. Pelletier, and A. Tremblay,
L'accès des élèves franco-ontariens à la formation postsecondaire et aux
carrières non traditionelles. Toronto: Centre de recherches en éducation francoontarienne, 1987. This is an 8-volume publication addressing the issue of FrancoOntarian students in science and technology. The work is designed as intervention
material to influence career choices and educate students about the technological and
scientific transformation of Canadian society. It is useful to career counsellors in the
intermediate and secondary levels, and can be used by teachers. Vol. 1: focuses on
orientation toward non-traditional work and how youth can be influenced. Extensive
bibliographies and resource materials. Vol. 2 through 7 are activities: creating a fantasy
about living in the future and the type of work the student might be doing; exploring
job categories and writing profiles of careers in the fields of biology, chemistry,
mathematics, physics, technology; preparing and conducting interviews with
professionals; researching and organizing a debate about technological evolution and
its impact; comparative studies of male and female representation in the work force
and of the underrepresentation of Franco-Ontarians; examining the role sexual
stereotyping plays in career choices. Each activity is outlined, provides goals,
instructions, resources and worksheets, and lesson organisation. The final volume
summarizes the activities and their purpose.
(see below)

(OISE/Ref. 370.19342 A169)

Heller, Monica, and Mary-Ellen Campbell.
L'accèss aux études postsecondaires et aux carrières nontraditionnelles.
Trousse d'orientation pour les niveaux intermédiaire et supérieur. Ottawa:
Centre franco-ontarien des resources pédagogiques, 1988. 258 pg. This resource kit is a
new edition of the one cited above. The focus and contents remain the same. Additions
include film and video resources, a bibliography, and personnel resources. The
activities are presented separately from the instructions and overviews. The entire kit is
in a binder.
(CFORP)

Massialas, Byron G. Project Director.
Fair Play: Developing Self-Concept and Decision-Making in the Middle School
Decisions About Science. Student Guide. Newton, Mass.: Women’s Educational
Equity Act Program, 183. 130 pgs. The seventeen lessons in this workbook are
designed for students in grades 6 to 9. The students explore their attitudes and beliefs
about science, especially why males are more likely to pursue and succeed in this area
than females. Through clearly written lessons they come to understand how genetic
factors and natural and social environments have shaped these attitudes. Female role
models demonstrate the work of electricians, astronauts, medical researchers, etc., and
how technology and science affect individual life styles and life choices. Encourages
constructive and co-operative decision-making skills. Illustrated.
(WEEA)

(OISE/C.R. 305.3 M41 7F V.5)

SCIENCE

Massialas, Byron, G. Project Director.
Fair Play: Developing Self-Concept and Decision-Making Skills in the Middle
School: Decisions About Science. Teacher's Guide. Newton, Mass.: Women’s
Educational Equity Act, 1983. 139 pgs. The guide provides an overview for each lesson
which includes duration of class, purpose, student objective, teaching suggestions,
vocabulary learned, background information, and special preparations if necessary.
Answers to the questions are included in each exercise and activities are suggested for
students, especially female students, that challenge the belief that science is a male
domain. Print and audio-visual resources. Illustrated.
(WEEA)

(OISE/C.R. 3053 M417F V.5 T.G.)

McClintock Collective.
Getting Into Gear. Gender Inclusive Teaching Strategies in Science. Canberra,
Australia: Developed by the McClintock Collective, Curriculum Development Centre,
1988. 274 pgs. This book is a practical teacher resource containing curriculum materials
and perspectives for upper elementary and secondary school science. The first of two
major sections outlines the rationale for inclusive science teaching and explains many
teaching strategies, classroom ideas and hints to develop inclusive science curriculum
and assessment practices. The second section translates these strategies into practice
providing many examples of creative and activity-based units. Units include Tinkering
and Machines, Metal Magic and Women of Steel. Some activities look at the media
while others use drama to teach electricity and chemistry. Each theory section contains
references. Extensive resource guide.
(McC)

(OWD Resource Centre)

McIntyre, Margaret.
Early Childhood and Science. Washington, D.C.: National Science Teachers
Association, 1984. 0-87355-029-3. 136 pgs. A teacher’s guidebook drawn from a series
of the author’s articles published in Science and Children. Topics cover colour
awareness, sounds, spatial concepts, discovery and exploration, seasonal science
activities, water and air, machines, and geology. Treats males and females equally and
emphasizes needs of disabled children. Illustrated.
(NSTA)

(Minkler/372.35044 Md)

Menard, Sharon L.
How High the Sky? How Far the Moon? Women Scientists Today. An
Educational Programfor Girls and Women in Math and Science. Washington,
D.C.: Women’s Educational Equity Act Program, 1980. 148 pgs. Microfiche. This packet
of resource materials contains four sections: curriculum activities, a career guide for
women, a role models list, and an annotated bibliography. The focus is women in
science and mathematics. There are twenty-two activities for use at K-12 levels which
cover mathematical procedures, classification of data and graphing methods, logic and
procedures, spatial relationships, and mechanical aptitude. Self-awareness and job­
hunting skills are emphasized. The Career Guide describes careers in selected areas of

31

SCIENCE

science and math. Role models include Nobel Prize winners, prominent Black women
scientists, and inventors.
(WEEA)

32

(OISE/Eric 191 669)

Metropolitan Toronto School Boards.
Resource Documents for Science. Toronto: The Metropolitan Toronto School Board,
1986-1988. 5 vols. These curriculum materials were especially designed to have
Toronto-wide applicability and have been written to the specifications of the Ministry
of Education. There are five separate volumes of documents covering science
coursework for grades 7, 8, 9, 10 general, and 10 advanced. Each unit constitutes fourfifths of the coursework with the compulsory optional units included. The grade 7 and
8 units begin with an overview giving information about preparation, key idea,
objectives, applications, societal implications, materials, teacher preparation,
background information, student activities, integration/extension. Appendices of
student activity worksheets that can be copied. Grades 9 and both 10 levels begin with
a Unit Planning Summary - suggested sequence of topics, objectives, evaluation,
suggested evaluation breakdown, materials list; each topic includes key idea,
objectives, applications, societal implications, safety, materials, resources, notes to the
teacher, suggested evaluation, student activities. Appendices contain student-ready
materials that can be copied, teacher answers, and bibliography. The material has been
reviewed for bias and stereotyping.
(PH)

(Minkler/507.1 09713 541 )

Noyce, Ruth, ed.
Comets Profiles. Career Oriented Modules to Explore Topics in Science. Vol. 1.
Illustrated by Jeannot Seymour. Washington, D.C.: National Science Teachers
Association, 1984. 273 pgs. Spiral bound. This book of profiles accompanies the
instructional modules of Comets Science (see “Smith, Walter” below) and provides
biographies of contemporary women active in related scientific professions. Its two-fold
purpose is to demonstrate to early adolescent females that learning math and science
concepts can have a payoff in a wide variety of careers, and to encourage them to
consider science-related careers. The biographies are set up as interviews so that the
women in profile — a basketball coach, chemical engineer, physician, zoo
administrator — actively speak about their profession. Each biography includes a
content quiz, words to know, ideas for writing, and ideas for projects. Bios and/or
activities may be copied for classroom activities.
(NTSA)

(OISE/C.R. 507 C732 v.l)

Richards, Roy, Margaret Collis, and Doug Kincaid.
An Early Start to Science. London: Macdonald and Company (Publishers) Ltd., 1987.
0-356-115550. 80 pgs. A beautifully illustrated, easy-to-use book that offers a
comprehensive collection of scientific experiences for 5- to 8-year-old children. The
exercises encourage exploring, observing, manipulating, comparing, organizing,
questioning, testing, and looking for patterns. All experiments are illustrated with

SCIENCE

straightforward directions listing materials needed. Topics explore the outlines of the
body, shapes of noses and ears, feet and hands, music and other sounds, gardens and
gardening, colour, time, shadows, balancing, water, and electrical things. Male and
female children are active learners.
(MacLon)

(OISE/C.R. 507 R517E)

Scholastic Early Childhood Program: Science. New York: Scholastic Book Services,
1981. This multi-component boxed kit is designed to provide the foundation for a
comprehensive kindergarten curriculum. The Science module contains a teaching
guide, worksheets, assessment materials, a parent component, games, puzzles, learning
posters (ocean and land), activity cards, sequence cards, colour/shape cards,
baby/adult animal cards. The activities encourage the 5 year old to grasp ideas and
learn a variety of tasks. Four themes cover thirty-two weeks of instruction: Same and
Different, Needs and Feelings, Work and Play, Growth and Change. The 346-page
teacher’s guide is organized into weeks and lessons are organized by theme. Each
lesson includes an objective, an overview of the week, and teaching activities which
incorporate the program materials - worksheets, games and puzzles, etc. An appendix
provides a resource list of books for children and teacher, audio-visual resources, and
sources of information about children with special needs.
(o/p)

(OISE/C.R. 500 S368)

Smith, Walter S. et al.
Comets Science. Career Oriented Modules to Explore Topics in Science. Vol. 2.
Graphic designs and Illustrations by Michael G. Braa. Washington, D.C.: National
Science Teachers Association, 1984. 447 pgs. Spiral bound. There are twenty-four sets
of supplemental lesson plans for grades 5 to 9 in this module. It is designed to enable
teachers to bring into their science or math class community resource people to (1)
teach a captivating science lesson, (2) tell students how the science concept being
demonstrated is used in their career, and (3) talk with students and answer questions
about their career. The action provides an example of a “living” science that is aimed to
encourage students to keep the doors open to their future careers. Although Comets is
designed to assist the resource visitors, the activities can be led by the teachers. The
lessons, divided into Physical Science and Engineering, Life Science and Health, Math,
Calculating and Computers, identify the topic and suggest resource people and where
to find them; outline the activities in the lesson; identify related modules; describe
science contributions made by women in the field; include an extension activity, career
information, and a bibliography of related activities, biographies and readings.
(NTSA)

(OISE/C.R. 507 C732 V2)

Sprung, Barbara, Merle Froschl, and Patricia B. Campbell.
What Will Happen If...Young Children and the Scientific Method New York:
Women’s Educational Equity Act, 1985. 0-931-62909-0. 128 pgs. With the help of this
guide teachers are able to ensure that all children, regardless of sex, race or disability,
develop essential math and science skills. Emphasis is placed on visual-spatial and

33

SCIENCE

problem-solving activities. There are four areas of exploration: water and sand, blocks,
bottles and liquids, and machines. Each chapter includes an overview, step-by- step
activities, materials needed and equity issues to be aware of while children perform the
exercises. Designed for children between the ages of 4 and 6. Resources. References.
Illustrated with photographs.
(WEEA)

34

(FWTAO/372.7 Spr)

COMPUTERS AND TECHNOLOGY

Computers and Technology
Background Materials
Brooks, Wilson et al.
Equitable Learning with Computers Now. Toronto: Board of Education for the City
of Toronto, March 1987. 15 pgs. This document recommends numerous strategies
designed to close economic, racial and gender-related gaps in computer use and to
promote equality of computer access and learning. The strategies, directed towards
classroom teachers and administrative staff, highlight equal access, software selection,
and classroom management. Each strategy suggests concrete, immediate and practical
actions and refers to specific publications that can facilitate its implementation.
(Phcopy/THE)

(Minkler/004.07 0971 3541 Lea Suppl; TBE/LB1 028.43 .E654 1987)

Chiarelli, Diana L
“Sex and Computers: Equity vs Inequity.” Comment on Education February
1988):12-19. This article discusses the implication for girls in the use of computers and
computer equity. In an effort to determine when sex typing of technology first occurs,
the author reviews and critiques an American study which surveys computer- related
attitudes, and compares it with a Canadian master’s thesis “Gender Equity and
Computer Use in the Classroom” by Betsy McKelvey. While the American study bases
its research on the assumption that technology is a male world, McKelvey’s study
creates a framework for studying sex inequity and use of computers and suggests that
teachers can be responsible for creating sex equity in the classroom. References.
(CE)

(Minkler/journals)

Collis, Betty.
“Adolescent Females and Computers: Real and Perceived Barriers.” In Women
and Education. A Canadian Perspective, ed. Jane Gaskell and Arlene McLaren, 117131. Calgary: Detselig Enterprises Limited, 1987. The authors document the difference
between male and female computer usage and access by looking at such factors as
gender differences in school participation (in B.C., Alberta and Ontario) and computer
science at the secondary level, extracurricular usage and attitudes. They present a
conceptual model that describes some of the barriers, both external and self-generated
that underlie the situation: school-related policies and practices, social expectations,
personal factors. References.
(DET)

(OISE/376.971 W872)

Craig, Arlene Fong, et al.
“Debugging the Program”: Computer Equity Strategies for the Classroom
Teacher. Washington, D.C: Project on Equal Education Rights, NOW Legal Defense
Fund, 1986. The major component of this kit is “Debugging the Program,” a 29-page
guide designed for the teacher. It includes a variety of strategies and activities which
have been excerpted from other works. The strategies provide hands-on, effective
pragmatic ways for the teacher to “debug” their computer education program and

35

COMPUTERS AND TECHNOLOGY

36

ensure equity for girls and young women, including women and girls of colour, and
women and girls with disabilities. The strategies cover Teacher/Parent,
Teacher/Community, and Curriculum/Special Events, and outlines the Minority
Computer Resource Opportunity program which focuses on encouraging girls through
personal counselling, encouraging computer equitability during class time and free
time, and encouraging parental support. The activities are exercises in co-operative
logic: co-operative effort among members of the student group is necessary since each
students’ clue is essential to the eventual solution of the problem. In conclusion, a
discussion about Pathways, an applications- based software package which introduces
computer education to children in grades 4 through 7. The second component of the
kit is the Spring 1986 PEER Computer Equity Report “Beyond the Star Trek Syndrome: To
an Egalitarian Future” which discusses the importance of equity and access in the
schools to prepare women for the future.
(PEER)

(OISE/C.R. 004.07 D289)

“Computer Equity.” Special Issue. Edited by Sharon Franklin. The Computing
Teacher: The Journal of the International Councilfor Computers in Education
11 (April 1984). 72 pgs. The emphasis of this issue is on promoting and achieving
computer equity throughout the educational system. Articles by researchers and
educators in the field include topics such as inequities in opportunities for computer
literacy that affect adolescent and teenage females, minority and low-income students;
Strategies for achieving sex equity and practical solutions for teachers to help increase
females’ use of computers; identifying equitable software and encouraging females into
computer programming; a report of a pilot project that helped grade 7 to 9 students
improve their computer skills in an equitable learning environment; and ways to
increase female students’ access to technology. Each article is referenced.
(CT)

(OISE/Journals)

Fancher, Evelyn.
“Educational Technology. A Black Perspective.” Unpublished paper. (1983)10 pgs.
Microfiche. The author argues that the learning of new technology cannot be left up to
students to learn at their own pace. Negative self- image of Black youth obstructs their
learning progress and if teachers hold stereotyped beliefs that Black youth are “lazy
and unproductive,” the student may be seen as “uninterested” when in fact she is in
need of assistance. Technological instruction must be equally applied and encourage
teacher-student interaction. Black youth need the application of educational technology
deliberately developed to counteract the negative racial images that permeate mass
media and influence their self-image. References.
(Phcopy/OISE or EricDoc)

(OISE/Eric 240 21 3 )

Franklin, Ursula Martius.
Will Women Change Technology or will Technology Change Women?/Les femmes
changeront-elles la technologie ou la technologie changera-t-elle les femmes?
Ottawa: Canadian Research Institute for the Advancement of Women, 1985. 46 pgs. It is

COMPUTERS AND TECHNOLOGY

important that women understand the dynamics and functionings of the technological
systems we live in today in order to “fashion a web of life that is intrinsically human.”
The author compares the values and attributes of the technological system with those
of the world of women — rigidity vs flexibility, efficiency vs spontaneity — and
questions how women will adapt their technological literacy to a still male-dominated
world. She urges women to understand the technological structure, to work in
community with one another and to undertake research projects that will promote a
constructive technological evolution.
(CRIAW)

(OISE/305.40971 C928)

James, Carol, and Jane Young.
“Case Study: Equal Opportunities through the Hertfordshire TVEI Project.” In
Changing Perspectives on Gender: New Initiatives in Secondary Education, ed.
Helen Burchell and Vai Millman. Milton Keyes, England: Open University Press, 1989,
14-32. The Technical and Vocational Education Initiative project in Hertfordshire,
England, is an on-going program designed to support the development of full-time,
general and vocational education for 14- to 18-year-old students. Course options
include manufactory technology, computer studies, modular technology, electronic
instrumentation, information technology, office technology and communications. The
authors report on the progress, plans and activities of the program to meet an equal
opportunities mandate, they describe the difficulties of attracting girls and
implementing equal opportunity strategies, the organisation and effect of workshops,
and staff and curriculum development.
(OpenU)

(OISE/370.19345 C456)

Moore, Barbara G.
Equity in Education. Gender Issues in the Use of Computers. A Review and
Bibliography. Toronto: Queen’s Printer for Ontario, 1986. 68 pgs. This is a review of
research done in Canada which tends to reach similar finding to that done in the U.S.,
Australia and England: there are differences between males and females in access to,
attitudes towards, and use of computers at the intermediate and high school levels. The
author documents research that looks at the reasons why males are getting more
computer time than females; the belief by females that computers involve use of
mathematical concepts; why a high percentage of programming courses are generally
avoided by females; the social context of classrooms; software; influence of parents;
influence of role models. She provides suggestions to counter these patterns.
Annotated bibliography and current research inventory.
(ONME)

(TBE/LB5.R4 V.6 no. 1; OISE/370.971 3 R454 V.6 no. 1)

Pelletier, Jacqueline, ed.
‘The Future is Now”: Women and the impact of Microtechnology « L’avenir se
décide maintenant » Les femmes et l'impact de la microélectronique. Report on
the Conference held in Ottawa, June 1982. Ottawa: Women and Technology
Committee, 1983. 148 pgs. Eng./150 pgs. French. This bilingual edition documents the

37

COMPUTERS AND TECHNOLOGY

38

groundbreaking conference sponsored by four national women’s organizations to
discuss women’s roles in Canada’s future technological society. The conference was
structured around five themes — changing employment patterns, health and safety,
education, training and retraining, and information access and control. Of special
interest is the Education section. The keynote speaker, Mary Beth Dolin, MLA
Manitoba, addresses affirmative action for girls in science and especially computer
science education, discusses microcomputer pilot projects in two of Manitoba’s
elementary and secondary level schools, and provides an overview of Canadian
women’s place in a technological society. Seven workshops are outlined and conclude
with specific actions that can be taken.
(CRIAW)

(OISE/303.4834 R425 and Women's Resource Centre)

Project on Equal Education Rights.
Black Women in a High Tech World: A New Frontier. PEER Report No. 3, 1982.
Washington, D.C.: Project on Equal Education Rights, 1982. 5 pgs. How can Black
women prepare to take advantage of the future technological opportunities and protect
themselves from obsolescence? Statistical information from the early 1980s indicates
that a very small percentage of Black women are in the occupations which will be in
demand in the future. The report looks at educational barriers and advises the necessity
of encouraging Black female high school students to study mathematics and science.
One step in this direction is the provision of sound career counselling to prepare
students for technical jobs.
(PEER or Phcopy/OISE)

(OISE/Eric 263 262)

Project on Equal Education Rights.
Programming Equity into Computer Education, Today's Guide to the Schools of
the Future. A PEER Computer Equity Action Kit. Washington, D.C.: The National
Centre for Computer Equity of the Project on Equal Education, 1985. This kit contains
three components: a Teacher’s Guide, a PEER Computer Equity Report, and an
information pamphlet about the Project on Equal Education Rights. The 36-page
Teacher’s Guide provides an assessment for teachers, parents, administrators and
students who want to find out which “schools support and encourage girls, minority
students, students with disabilities, and low-income students to participate in computer
education.” Included are interview questions. Concrete and achievable strategies to
direct change are outlined. The PEER Computer Equity Report discusses basic aspects of
computer inequity: unequal access to programming classes, unequal distribution of
computer resources, lack of confidence and skills, and the role of teachers in closing
the gender gap.
(PEER)

(OISE/C.R. 004 P964 and Eric 260 014)

Schubert, Jane G. and others.
Ideas for Equitable Computer Learning. Palo Alto, California: American Institute
for Research in the Behavioral Sciences, 1984. 76 pgs. Microfiche. This packet of
information focuses on the twelve major barriers which obstruct equitable instruction.

COMPUTERS AND TECHNOLOGY

Among those identified are the lack of encouragement for females and minority
students to use computers, potential value of computer learning is more apparent to
males than females; underrepresentation of females and minorities in computer clubs;
underrepresentation of females and minorities in leadership roles. Each barrier is
addressed through an activity which describes a problem situation that constructs a
barrier, illustrates an actual situation, provides awareness activities and ideas for
interventions, and concludes with an assessment of the actions for interventions.
Additional documents in the kit include a student survey, an educator’s self-assessment,
early childhood computer readiness strategies directed to teachers of grades K-3, and
an out-of-school computer access resource that offers practical ways for schools to
foster equity in students’ non-school computer experience. Problems and strategies
may have more practical use in primary and junior high school settings but some
suggestions may be useful for K-3 class activities.
(AIR)

(OISE/Eric 272 1 38)

Tashner, John H., ed.
Computer Literacy for Teachers: Issues, Questions, and Concerns. Phoenix,
Arizona: The Oryx Press, 1984. 0-89774-196-X. 150 pgs. The primary goal of this
guidebook is to assist professional educators in gaining a clear understanding of the
impact that computer technology is having in the schools and the skills children need
in order to function in the Information Society. There are three main sections: the
relationship between the developing information society and the K-12 school
curriculum; what teachers should teach students about computers in order to prepare
them for the Information Age; and how other schools have designed programs to meet
this challenge. Each section consists of articles selected from a comprehensive study
and analysis of literature dealing with computer literacy programs in education and
includes an annotated bibliography of recommended readings.
(Oryx)

(OISE/371.39445 C7389; Minkler/371.39445 Comm Lit)

Wahl, Ellen.
“Girls and Technology: Stories of Tools and Power.” Paper presented at the Annual
Meeting of the American Educational Research Association symposium on “Women and
Technology: New Perspectives on Design and Use.” New Orleans, La., April 8, 1988. 11
pgs. Microfiche. “Given the opportunity to explore machines, use tools, take things
apart, get their hands dirty and their minds engaged, girls transform technology from a
male domain into one over which they can have control.” The Operation SMART
program for out-of-school technology activities provides girls with hands-on experience
at using power tools, screw drivers, computers, and video equipment. In addition, they
discuss connections between gender stereotyping and scientific pursuit and demystify
the workings of a machine. The paper outlines methods of learning through sharing
and collaboration which encourage self- confidence and self-reliance.
(Phcopy/OISE or EricDoc)

(OISE/Eric 302 402)

39

COMPUTERS AND TECHNOLOGY

“Women, Girls and Computers.” Special Issue. Marlaine E. Lockheed, ed. Sex
Roles: A Journal of Research 13 (August 1985). The eleven articles in this issue
“present the first empirical evidence regarding the determinants and cognitive
consequences of sex-related differences in computer use by adults and children.”
Topics include teachers as role models and leaders, computers and girls, software
programs and the organization of learning in the classroom, male and female
enrolment in computer camps and classes, and fostering equitable consequences from
computer learning environments. Each article is referenced.

40

(SR)

(OISE/Journals)

Curriculum Resources
Bitter, Gary, and Donna Craighead.
Teaching Computer Literacy. Lesson Plans and Activities for Your Classroom
(K-4) Austin, Texas: Sterling Swift Publications, 1984. 0-88408-325-X. 317 pgs.
Published in a looseleaf binder, this workbook offers thirty-four topics for kindergarten
to grade 4 students. Lessons are planned for progressive learning. Basic concepts are
introduced to kindergarten children who use the computer following directions,
programming devices and using the turtle graphics to make simple shapes.
Keyboarding and turtle graphics are main components of first grade learners. Second
grade lessons introduce students to the effect computers have on their lives, continued
explorations of turtle graphics and an introduction to LOGO procedures. The logic of
computers and continued work with Logo are 3rd grade subjects, and 4th grade
students are introduced to hardware and software, binary numbers, flow charts, and
storyboarding. There are five extensive lesson plans for each introductory activity. Each
lesson plan identifies the topic, objective, curriculum area(s), time required, materials
required, activity, and whether or not a computer is needed. Vocabulary accompanies
each chapter of lessons. References.
(SSP)

(OISE/C.R. 004 B624T)

Clements, Douglas H.
Computers in Early and Primary Education. Englewood Cliffs, New Jersey:
Prentice-Hall, Inc., 1985. 0-13-164013-5. 322 pgs. A practical book of guidelines for
educators of young children in preschool, kindergarten, and Grades I through 3.
Demonstrates how computers can be used with young learners and describes programs
for young children. Each chapter includes an annotated bibliography. Glossary.
References. Appendix of educational software, organizations and print resources.
Index.
(PH)

(OISE/372.1 39445 C626C; TBE/LB1028.5 .C5254 1985; FWTAO/001.64 CLE)

Collis, Betty.
Computers, Curriculum and Whole-Class Instruction. Issues and Ideas.
Belmont, California: Wadsworth Publishing Co., 1988. 0-534-08460-5. 412 pgs. with an
Activities Disk. The author is a contributing editor to The Computing Teacher. This
book is for educators interested in teaching with computers and is organized by lesson

COMPUTERS AND TECHNOLOGY

plans which are categorized by subject area and grade level. Each lesson plan relates to
specific curricular objectives and can be utilized in a whole-class setting when only one
computer is available. The Activities Disk includes twenty programs providing
immediate hands-on experience. Science is covered in two of the chapters with
activities for grades 2 to 12. They present simulations, graphing, manipulation of data,
using peripherals to collect data, using a data base. Mathematics is covered in three
chapters and presents lessons for grades 1 through 11 . Elementary arithmetic, and
secondary mathematics - parallelograms, polygons, linear inequalities, problem-solving
skills. Each lesson specifies equipment requirements, lesson description and includes
follow-up activities. References. Appendices describe programs supplied on the disk
and provide two detailed lesson plans with several worksheet samples.
(NEL)

(Minkler/371.39445 Col)

Douziech , Richard et al. Ed. Anita Best.
Computer Literacy Activities for Elementary and Middle School Students.
International Council for Computers in Education, 1983. 0-924667-02-8. 56 pgs. The
emphasis of this book is the building of sound computer literacy among teachers and
students. Computer literacy is more than the basic operation of a computer. It is
knowing how to use computer-aided methods in problem solving, exploring music and
mathematics, art and geometry, and understanding algorithmic processes, general
capabilities and applications. The twelve activities address computer literacy,
mathematics and science applications. Each activity outlines the subject covered, skills
taught, group size, facilities, materials, and objectives. Glossary.
(ICCE)

(OISE/C.R. 004 C738)

Girard, Suzanne, and Kathlene Willing.
The Primary Computer Dictionary. 50 Useful Words and Definitions to
Introduce Young Children to Computers. Illustrated by Melanie Hayes. Cobalt,
Ont.: Highway Bookshop, 1983. 55 pgs. An animated computer introduces fifty words
to children from kindergarten to Grade 3. The words are selected from six general
categories: general concepts, hardware, commands, programs, keys and language. One
concept per page, clearly written, with a glossary of new words.
(HBS)

(OISE/C.R. 001.6403 G518P)

Hunter, Beverly.
My Students Use Computers. Computer Literacy in the K-8 Curriculum. 1983.
Reprint. Reston, Virginia: Reston Publishing Co., Inc., 1984. 376 pgs. Specifically
designed to help any person who is concerned about the use of computers in the
education of children in school in grades K through 8. The first three chapters address
what the children need to learn about computers and information handling, how these
new objectives fit into the curriculum in mathematics, science, and how to use
computers in the classroom, what resources are needed. The balance of the book
provides sample activities in the strands of mathematics and science. Each activity
states the objective, prerequisite, materials needed, instructions for the teacher, related

41

COMPUTERS AND TECHNOLOGY

activity, and recommended readings.
(RPC)

42

(OISE/372.139445 M995; Minkler/371.39445 Hun My; FWTAO/001.64 Hun)

Milone, Michael N. Jr.
Every Teacher's Guide to Word Processing. 101 Classroom Activities for Early
Grades. Englewood Cliffs, N.Y.: Prentice-Hall, Inc., 1985. 013-292830-2. 260 pgs. Spiral
bound. The twelve chapters of exercises cover all subject areas as well as some
administrative tasks such as the keeping of class records. This book is for both the
teacher just learning about computers and the more advanced instructor. The
introduction outlines how to begin a word processing program, setting up files and
provides a glossary of terms; the classroom exercises, which range from primary,
elementary and secondary levels, include reading, writing and spelling, mathematics
and science applications, and computer literacy.
(PH)

(OISE/C.R. 371.39445 M661 E)

Schenk, Christopher.
Hands On. Hands Off. A Computer Activity Book for Schools. London: A. & C.
Black, 1986. 0-7136-2707-7. 120 pgs. Spiral bound. Most of the activities in this book
are aimed at primary levels. Some can be adapted for kindergarten classes and others
for older pupils in secondary schools. Hands-on activities, usually suitable for small
groups of children working together at computers, and hands-off activities, things to do
away from the computer, accompany each of the three sections. Topics include the
computer as a versatile resource — calculator, teaching machines, wordprocessor; an
introduction to Turtle Geometry and LOGO; and information retrieval and data
processing. Illustrations of male and female children as active learners. Index.
(CMC)

(OISE/C.R. 371.39445 S324H)

Sanders, Jo Shuchat and Antonia Stone.
The Neuter Computer: Computers for Girls and Boys. New York City: NealSchuman Publishers, Inc., 1986.1-55570-006-3. 279 pgs. This book is suitable for
teachers working in middle and junior high schools, as well as elementary schools. The
introduction provides an overview of the computer gender gap, guidelines for planning
and evaluating a computer, equity programs in schools, and resources. The main three
sections of the book are devoted to activities, strategies and evaluations. There are 56
computer activities specifically chosen for their appeal to girls and include subject areas
in which computer application can be used. Topics include graphics, wordprocessing,
database programs, spreadsheets, telecommunications. The 96 equity strategies are
appropriate for teachers, staff, administrators and parents who want to increase girls’
computer involvement from classroom to community. The third section suggests ways
of planning and evaluating computer and equity programs - questionnaires and forms
are included in the Appendix. Bibliography. Extensive resources.
(N-S)

(TBE/QA76.27 .S26 1986)

COMPUTERS AND TECHNOLOGY

Wayne, Rudy, Joe Vayda, and Marta Legrady.
Computer Literacy. An Introductory Unitfor the Intermediate Division. Toronto:
Learnxs Press, 1982. 86 pgs. Spiral bound. The information in this guidebook is to be
integrated with existing curricula. There are two sections, each having activity units.
Computer awareness and the complexity of our computerized society is the theme of
the first section with exercises focusing on computer applications, digital computers,
historical overview, and social implications. The second section provides students with
activities designed to develop skills in microcomputer use and programming with
BASIC. Hands-on activities include programming, calculating, and enrichment studies.
Written in clear language. References.
(LP)

(OISE/C.R. 001.64 W1 34C)

Willing, Kathleen, and Suzanne Girard.
The Junior Computer Dictionary: 101 Useful Words and Definitions to
Introduce Students to Computer Technology. Illustrated by Melanie Hayes. Cobalt,
Ont.: Highway Bookshop, 1984. 0-88954-302-X. 68 pgs. The 101 illustrated entries are
drawn from eight categories: general concepts, hardware, inner workings, commands,
programs, keys, language and communications. An animated computer introduces the
word and demonstrates its usage. The definition is clearly written in language suitable
for grades 4 to 7. The dictionary encourages students to investigate terminology, is
useful for parents at home and teachers in the classroom to introduce computer
vocabulary. Glossary of new words.
(HBS)

(FWTAO/001.64 Wil)

43

APPENDIX A

Distributor’s Codes
AIR American Institutes for Research
Center for Educational Equity
P.O.Box 1113
Palo Alto, California 94302
(415) 493-3550
44

AMM American Mathematical Monthly
The Mathematical Association of America
1225 Connecticut Avenue N.W.
Washington, DC 20036
ATA Alberta Teachers’ Association
11010-142 Street
Edmonton, Alberta T5N 2R1
(403) 453-2411
A-W Addison-Wesley Publishers Limited
26 Prince Andrew Place
P.O. Box 580
Don Mills, Ontario M3C 2T8
(416) 447-5101

BCEd B.C. Ministry of Education
7451 Elmbridge Way
Richmond, British Columbia V6X 1B8
CCP Copp Clark Pitman Ltd.
2775 Matheson Blvd. East
Mississauga, Ontario. L4W 4P7
(116) 238-6074

CCSD The Canadian Council on Social Development
55 Parkdale Avenue
P.O. Box 3505, Station C
Ottawa, Ontario. K1Y 4G1
(613) 728-1865
CFORP Centre franco-ontarien des resources pédagogiques
339, rue Wilbrod
Ottawa, Ontario KIN 6M4
(613) 238-7957

APPENDIX A

ChT Children Today
Room 348-F
200 Independence Avenue SW
Washington, D.C. 20201

COE Comment on Education
Department of Educational Administration
Faculty of Education
University of Toronto
371 Bloor Street West
Toronto, Ontario M5S 2R7
CMC Collier Macmillan Canada, Inc.
539 Collier Macmillan Dr.
Cambridge, Ontario NIR 5W9
(800) 265-8669/8674

CRIAW Canadian Research Institute for the Advancement of
Women/Institut canadien de recherches sur les femmes
(CRIAW/ICREF)
480-151 Slater Street
Ottawa, Ontario KIP 5H3
(613) 563-0681 or 563-0682
CT The Computing Teacher
University of Oregon
1787 Agate St.
Eugene, Oregon 97403

CTF Canadian Teachers’ Federation
110 Argyle Ave.
Ottawa, Ontario K2P 1B4
(613) 232-1505
CTY Cassell Tycooly Inc.
P.O. Box C-166
Riverton, New York 08077
(201) 939-6064

45

APPENDIX A

CWS Canadian Woman Studies/Les cahiers de la femme
(CWS/cf)
Suite 212 Founders College
York University
4700 Keele Street
Downsview, Ontario M3J 1P3
(416) 736-5356
46

DD Diffusion Dimedia
539, boul Lebeau
St. Laurent, Québec H4N 1S2
(514) 336-3941
DET Detselig Enterprises Ltd.
P.O. Box G 399
Calgary, Alberta T3A 2G3
(403) 283-0900

Eq EQUALS
Lawrence Hall of Science
University of California
Berkeley, California 94720

EricDoc Eric Documents
Provides photocopying of document or the
microfiche/price catalogue available
Document Reproduction Service
3900 Wheeler Ave.
Alexandria, Virginia 22304-6409
(703) 823-0500
EP Falmer Press
c/o Taylor & Francis
1900 Frost Road
Suite 101
Bristol, Pennsylvania 19007
(215) 785-5800
FRK Franklin Watts of Canada
20 Torbay Rd.
Markham, Ontario L3R 1G6
(416) 474-0333

APPENDIX A

FWTAO Federation of Women Teachers’
Associations of Ontario
1260 Bay Street
Toronto, Ontario M5R 2B8
(416) 964-1232
Gf La Gazette des femmes
8 , rue Cook, 3e étage, bureau 300
Québec, Québec GIR 5J7
(418) 643-4326
(800) 463-2851

GREMF Group de recherche multidisciplinaire féministe
a/s de Huguette Dagenais
Département d’anthropologie
Faculté des science sociales
Pavillon Charles-De Koninck
Université Laval
Québec, Québec G1K 7P4
GQ Gouvernement du Québec
La Coordination à la condition féminine
Ministère de l’Éducation
1035, rue De La Chevrotière - 24e étage
Québec, Québec GIR 5A5
(418) 643-3241
HBS The Highway Book Shop
Cobalt, Ontario POJ ICO
(705) 679-8375

ICCE International Council for Computers in Education
University of Oregon
1787 Agate Street
Eugene, Oregon 97403
(503) 686-4414
IJE International Journal of Educational Research
Pergamon Press
Journals Division
Maxwell House, Fairview House
Elmford, New York 10523

47

APPENDIX A

JEG Journal for the Education of the Gifted
The University of North Carolina Press
116 South Boundary Street
P.O. Box 2288
Chapel Hill, North Carolina 27515-2288

48

JHU The Johns Hopkins University Press
701 W 40th St.
suite 275
Baltimore, Maryland 21211
(301) 338-6956

JRME Journal for Research in Mathematics Education
1906 Association Drive
Reston, Virginia 22091
LC Labour Canada
Ottawa, Ontario KIA 0J2
(819) 994-0543

LP Learnxs Press
155 College Street
Toronto, Ontario M5T 1P6
(416) 591-8178/9

LRU Longman Resources Unit
c/o ABC-CLIO, Inc.
2040 Alameda Padre Serra
P.O. Box 4397
Santa Barbara, California 93140-4397
(805) 963-4221
MacLon Macdonald & Co. (Publishers) Ltd.
Greater London House
Hampstead Road
London, United Kingdom NW1 72X

MC Math/ScienceNetwork
c/o Mills College
Oakland, California 94613
(415) 430-2230

APPENDIX A

McC The McClintock Collective
Hawthorn Professional Development Centre
11 Paterson St.
Hawthorn, Victoria 3122
Australia
Cost of both publications is $25.00 Canadian
plus $10.00 postage/surface or $15.00 air mail

MethLon Methuen/London 49
Michelin House
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London,
United Kingdom SW3 6RB
MIT The MIT Press
55 Hayward St.
Cambridge, Maryland 02142
(617) 253-2884

MPS Minneapolis Public Schools Equal Education:
Student Achievement
807 NE Broadway
Minneapolis, Minnesota 55413
(612) 627-2143

MT Mathematics Teacher
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Reston, Virginia 22091
N/A Not Available
NAL North American Library Canada Ltd.
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Scarborough, Ontario MIL 1M8
(416) 699-7193

NCTM National Council of Teachers of Mathematics
1906 Association Drive
Reston, Virginia 22091

Nel Nelson Canada
1120 Birchmount Rd.
Scarborough, Ontario MIK 5G4
(416) 752-9100

49

APPENDIX A

N-S Neal-Schuman Pubs. Inc.
23 Leonard St.
New York, New York 10013
(212) 925-8650

50

NSTA National Science Teachers’ Association
1742 Connecticut Ave. NW
Washington, D.C. 20009
(202) 328-5800
NWHP National Women’s History Project
7738 Bell Road
Windsor, California 95492-8518
(707) 838-6000
NYBEc North York Board of Education
c/o Women’s Studies
Education Curriculum
5050 Yonge Street
North York, Ontario M2N 5N8
(416) 225-4661
NYBE/Res North York Board of Education
c/o Research Department
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(416) 225-4461 ext 332

OERC Ontario Education Research Council
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Toronto, Ontario M5R 2B1

OISE OISE Press
The Ontario Institute for Studies in Education
252 Bloor Street West
Toronto, Ontario M5S 1V5
(416) 926-4723

APPENDIX A

OISE/TCP Teachers College Press
c/o OISE Press
The Ontario Institute for Stûdies in Education
252 Bloor Street West
Toronto, Ontario M5S 1V5
416-926-4723
Quote #B1227
OMG Ontario Mathematics Gazette
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Markham, Ontario L3P 1J6

ONMe Ontario Ministry of Education
Publications Services
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Toronto, Ontario M7A 1N8
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o/p Out of Print

OpenU Open University Press
c/o Francis & Taylor
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Suite 101
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Oryx Oryx Press
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Phoenix, Arizona 85004-1483
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PDK Phi Delta Kappan
Eighth & Union
P.O. Box 789
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PEER Project on Equal Education Rights
1333 H St. N.W., 11th Floor
Washington, D.C. 20005
202-682-0940

51

APPENDIX A

PERG Pergamon Press Inc.
Order Department
Front and Brown Streets
Riverside, New Jersey USA 08075

52

PH Prentice-Hall Canada Inc.
1870 Birchmount Rd.
Scarborough, Ontario M1P 2J7
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Pbcopy/CEMSAT It is permitted to photocopy this publication in its entirety.

Pbcopy/OISE Individuals can photocopy in the Library
Ontario Institute for Studies in Education
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Toronto, Ontario M5S 1V5
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Phcopy/TBE Individuals can photocopy in the Library
Toronto Board of Education
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RCH Routledge Chapman Hall
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New York, New York 10001
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REP Revue Française de Pédagogie
Institut National de Recherche Pédagogique
291, rue d’Ulm
75230 Paris Cedex 05

RFR Resources for Feminist Research/Documentation
sur la recherche féministe
The Ontario Institute for Studies in Education
252 Bloor Street West
Toronto, Ontario M5S 1V5

RPC Reston Publishing Co. Inc.
1906 Association Drive
Reston, Virginia 22091

APPENDIX A

RSTE Research in Science & Technological Education
Carfax Publishing Company
P.O. Box 25
Abingdon, Oxfordshire
United Kingdom 0X14 3UE

SA Scientific American
415 Madison Avenue
New York, New York 10017
SCC Science Council of Canada
The Publications Office
100 Metcalfe St.
Ottawa, Ontario KIP 5M1

SCWIST Society for Canadian Women in Science & Technology
P.O. Box 2184
Vancouver, British Columbia V6B 3V7
SE Science Education
Subscription Department
John Wiley & Sons Inc.
605 Third Avenue
New York, New York 10158
SR Sex Roles Journal
Plenum Publishing
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New York, New York 10013

SSE Studies in Science Education
Railway Cottages
Wansford Road
Driffield, East Yorkshire
United Kingdom Y025 OJL

SSP Sterling Swift Publications
7901 South IH-35
Austin, Texas 78744
Sou Sources
26 Hart Avenue
Hopewell, New Jersey 08525
609-466-0051

53

APPENDIX A

STA Software Training Associates
311-1020 McKenzie Avenue
Victoria, British Columbia V8X 3Y1
604-479-8220

54

TBEd/Math Toronto Board of Education
c/o Mathematics Department
155 College Street
Toronto, Ontario M5T 1P6
598-4931
*This publication is FREE to members of
the Toronto Board of Education, and $10.00 to
members outside of the Toronto Board of Education.

TBEd/Res Toronto Board of Education
Research Department
155 College Street
Toronto, Ontario M5T 1P6
598-4931

TBE/Sc Toronto Board of Education
c/o Science Department
155 College Street
Toronto, Ontario M5T 1P6
416-591-8256
*Cost of purchase to members and non-members $10.00
WEEA Women’s Educational Equity Act Publishing Center
Education Development Center
55 Chapel Street, Suite 200
Newton, Maryland 02160
617-969-7100
WIP Women Inventors Project
22 King St. South
Waterloo, Ontario N2J 1N8
(519) 746-3443

WV Westview Press
5500 Central Ave.
Boulder, Colorado 80301
303-444-3541

APPENDIX B

Location Code
Libraries and Resource Centres
FWTAO
Federation of Women Teachers' Association of Ontario
1260 Bay Street
Toronto, Ontario M5R 2B8
416-964-1232

Hours: Phone to verify daily hours.
Open to: Members of FWTAO, affiliates, associates and individuals involved with
FWTAO as student teachers and volunteers.

Minkler
The F. W. Minkler Library
Education Administration Centre
5050 Yonge Street
3rd Floor
North York, Ontario M2N 5N8
416-225-4661, ext. 554

Hours: Monday to Friday 8:00-5:00
After 5:00 call 229-5541
Open to: NYBE teachers have borrowing privileges and can photocopy materials at no
cost. Non-NYBE visitors can use reference materials in the library and can
photocopy materials at a small cost.
Special Call Number Codes:
Journals - Journal Collection
W.S. - Women’s Studies

OISE
Ontario Institute for Studies in Education
2nd Floor
252 Bloor Street West
Toronto, Ontario M5S 1V5
416-923-6641
Hours-. Fall-Winter: Monday-Thursday 8:30-10:00 p.m.
Friday 8:30-5:00 p.m.
Saturday 9:00-5:00 p.m.
Sunday 1:00-6:00 p.m.
Summer: Monday-Thursday 7:30-8:00 p.m.

APPENDIX B

Friday 8:30-5:00 p.m.
Saturday 9:00-5:00 p.m.
Sunday Closed
Open to: OISE faculty, staff and students Non-OISE members may purchase a
borrowing card for $35.00/year.
Photocopy Service: Available in the library.
Inter-library Loans: Boards of Education can borrow through inter-library loans at
no cost.

56
Special Call Number Codes:
Journals
Journal Collection
C.R.
Curriculum Resources
Eric
Eric Documents on Microfiche Collection
Franco-Ontarian
Franco-Ontarian Collection
Microlog
Microfiche collection
Ref
Reference only collection

OISE
Women's Resource Centre
Ontario Institute for Studies in Education
252 Bloor Street West
6th Floor
Toronto, Ontario M5S 1V5
416-923-6641, ext. 2244

Hours: Monday to Friday: 9:30-4:30
Thursday: 10:00-8:00
Open to: Membership is open to anyone at $2.00/year
Francophone Co-ordinator: Didi Khayatt
Thursdays: 10:00-8:00

OWD
Ontario Women's Directorate
Resource Centre
480 University Avenue
3rd Floor
Toronto, Ontario M5G 1V2
597-4591

Hours: Monday to Friday: 9:00-5:00
Open to: The general public for reference only.
Photocopy service: available.

APPENDIX B

TBE
Toronto Board of Education
155 College Street
7th Floor
Toronto, Ontario M5T 1P6
416-591-8183

Hours: Monday to Thursday: 8:00-5:00
Friday: 8:00-4:30
Open to: Members of the Toronto Board of Education
Non-members are welcome to use library materials as in-library reference
materials
Photocopy Service: 10<t per page
Special Catt Number Codes:
Journals - Journal Collection

57

APPENDIX C

Journals and Newsletters
Arithmetic Teacher
Official Journal of the National Council of Teachers of Mathematics
1906 Association Drive
Reston, Virginia 22091

58

Association for Women in Computing Newsletter
407 Hillmoor Drive
Silverspring, Maryland 20901
Association for Women in Mathematics
Newsletter
Box 178 Wellesley College
Wellesley, Maryland 02181

Broadcast
The Newsletter of the Math/Science Network
Resource Center
2727 College Avenue
Berkeley, California 94705
Canadian Journal of Mathematics and Canadian Mathematical Bulletin
Canadian Mathematical Society/Société Mathématique du Canada
577 King Edward
Suite 108
Ottawa, Ontario KIN 6N5

Classroom Computer Learning
Pitman Learning, Inc.
19 Davis Drive
Belmont, California 94002

Computers in Education
Canada’s Computing Magazine for Educators
1300 Don Mills Road
North York, Ontario
M3B 3M8
The Computing Teacher
University of Oregon
1787 Agate St.
Eugene, Oregon 97403

APPENDIX C

Crucible
Science Teachers’ Association of Ontario
Box 2699 Station B
Richmond Hill, Ontario L4E 1A7

Education Forum
The Magazine for Secondary School Professionals
60 Mobile Drive
Toronto, Ontario M4A 2P3
Entre Nous
Association des enseignantes et des enseignants franco-ontariens
681 Chemin Belfast
Ottawa, Ontario K1G 024

EUREKA
The Teachers’ Network Newsletter
Brooklyn College of the City
University of New York
Bedford Avenue and Avenue H
Brooklyn, New York 11210
Federation of Women Teachers’ Association of Ontario Newsletter
1260 Bay Street
Toronto, Ontario M5R 2B8

Feminist Teacher
Feminist Teacher Editorial Collective
Ballantine 442
Indiana University
Bloomington, Indiana 47405

Info créfo Bulletin d’information du Centre de recherches en éducation francoontarienne •
CREFO IEPO/OISE
252, rue Bloor ouest
Bureau 6-210
Toronto, Ontario M55 1V6

59

APPENDIX C

International Organisation of Women and Mathematics Education/Le Mouvement
International pour les Femmes et l’Enseignement de la
Mathématique (MOIFEM/IOWME)
IOWME/OISE
Department of MECA
Ontario Institute for Studies in Education
252 Bloor Street West
Toronto, Ontario M5S 1V6
60

The Journalfor Research in Mathematics Education
National Council of Teachers of Mathematics
1906 Association Drive
Reston, Virginia 22091

Mathematics Teacher
1906 Association Drive
Reston, Virginia 22091
Mathematics Teaching
Association of Teachers of Mathematics
7 Shaftesbury
Derby, England
United Kingdom DE3 8YB
McClintock Memos
Australian Science Educators
The McClintock Collective
Hawthorn Professional Development Centre
11 Paterson St.
Hawthorn, Victoria 3122
Australia
$18.00 Canadian/year
News: The Magazine for Elementary School Educators
Ontario Public School Teachers’ Federation
1260 Bay Street
Toronto, Ontario M5R 2B7

APPENDIX C

Ontario Mathematics Gazette
The Ontario Association for Mathematics Education/
Association ontarienne pour l’enseignement des mathématiques
Secretary-Treasurer
Don and Carol Attridge, O.A.M.E.
1 Southdale Drive
Markham, Ontario L3P 1J6

Our Schools, Our Selves. A Magazine for Canadian Education Activists
os/os
1698 Gerrard St. East
Toronto, Ontario M4L 2B2
Output
ECOO’s Newsletter
Educational Computing Organization of Ontario/Organisation ontarienne pour la
cybernétique en éducation
P.O. Box 2306
Cambridge, Ontario N3C 3P8

School Science and Mathematics
Official Journal of the School Science and Mathematics
Association, Inc.
126 Life Science Building
Bowling Green State University
Bowling Green, Ohio 43403-0256
Science and Children: The Journal Devoted to Preschool through Middle School
Science Teaching
National Science Teachers Association
1742 Connecticut Avenue N.W.
Washington, D.C. 20009

Women in Instructional Technology
New York Institute of Technology
French Chateau, Room 101
Old Westbury, New York 11568

61

APPENDIX D

Associations
Association canadienne-française pour l’avancement des sciences
2730, chemin de la Côte Ste-Catharine
Montreal, Québec H3T 1B7
514-342-1411

62

Canadian Association of Women in Science
P.O. Box 6054, Stn A
Toronto, Ontario M5W 1P5
Canadian Teachers’Federation/Fédération Canadienne des enseignantes et des
enseignants
110 Argyle Ave.
Ottawa, Ontario K2P 1B4
613-232-1505
Ontario Teachers’ Federation/La Fédération des enseignantes et des enseignants
de l’Ontario
1260 Bay Street
Toronto, Ontario M5R 2B5
416-966-3424
Société pour les Canadiennes en science et technologie/
Society for Canadian Women in Science and Technology (SCWIST)
P.O. Box 2184
Vancouver, British Columbia V6B 3V7

Women and Mathematics Committee of the Ontario Association for Mathematics
Education
c/o Lorna Wiggan
York University Faculty of Education
4700 Keele Street
Downsview, Ontario M3J 1P3
416-736-5018

Women in Scholarship, Engineering, Science and Technology (WISEST)
c/o Dr. M.A. Armour
Dept, of Chemistry
University of Alberta
Edmonton, Alberta T6G 2G2

APPENDIX D

Women in Science and Engineering/Femmes en science et en génie (WISE/FSG)
P.O. Box 6067, Station A
Toronto, Ontario M5W 1P5
Women in Trades and Technology (WITT)
Seneca College, Oakville Campus
216 Lakeshore East
Oakville, Ontario L6j 1H8
63