American Association of University Women (AAUW)
The American Association of University Women is a national organization that promotes education and equity for all women and girls.

AWSEM Advocates for Women in Science Engineering & Mathematics
Begun in 1994 as a project of the Saturday Academy in Portland, Oregon, Advocates for Women in Science, Engineering and Mathematics, or AWSEM, brings together parents, educators and women professionals in science-related fields to kindle and support young women’s interest in science, engineering, mathematics and technology (SEMT).

Society of Women Engineers'

Association for Women in Mathematics
The Association for Women in Mathematics (AWM) is a non-profit organization founded in 1971. Our continuing goal is to encourage women in the mathematical sciences. AWM currently has more than 4,100 members (women and men) representing a broad spectrum of the mathematical community — from the United States and around the world!

Tomorrow's Women in Science and Technology
Tomorrow's Women in Science and Technology (TWIST) is an Austin, Texas-based non-profit corporation. Our mission is to promote science and math education and career planning for girls and women. TWIST's volunteer staff is composed of Austin-area scientists, engineers, librarians, business people, teachers, writers, artists, and parents working together to achieve TWIST's goals.

Association for Women in Science AWIS
“Dedicated to the achievement of equity and full participation of women in all areas of science and technology.”

Equity Online
The Women's Educational Equity Act (WEEA) is a U.S. Department of Education program started in 1974, dedicated to reducing the educational disparity between men and women. The WEEA program has awarded more than 700 grants to schools, universities, community organizations, and individuals. It also funds the WEEA Equity Resource Center at Education Development Center.

Tap Junior
This is a new TAP section. While most of TAP is geared toward issues of women in computing at the undergraduate level and above, this page is designed to include information and issues relating to K-12 girls and computing.

MentorNet
MentorNet is The National Electronic Industrial Mentoring Network for Women in Engineering and Science. We pair women who are studying engineering or science at one of our participating colleges or universities with professional scientists and engineers working in industry, and help them form e-mail based mentoring relationships.

Expect the Best from a Girl
Expectations and experiences from family and community members are more likely to influence girls' decisions than their innate abilities. Differences in achievement come from different expectations for success and different experiences.

Achieving Gender Equity in Science Classrooms
Compiled by Women Science Students and Science Faculty and Staff at NECUSE Colleges* and Based Upon Initial Work by Students at Brown University.

Women and Minorities in Science and Engineering
A comprehensive set of links covering all aspects of women in science and engineering

Society for Advancement of Chicanos and Native Americans in Science
The mission of SACNAS is to encourage Chicano/Latino and Native American students to pursue graduate education and obtain the advanced degrees necessary for research careers and science teaching professions at all levels.

The Society of Hispanic Professional Engineers
Founded in 1974, the Society of Hispanic Professional Engineers, Inc., is a national not-for profit organization that promotes Hispanics in engineering, math and science. SHPE continues to expand at an aggressive pace and currently includes 170 student chapters with more than 5,300 student members and 42 professional chapters with over 1,500 professional members. SHPE is committed to helping our nation to fill a growing need for engineers and scientists in this decade and beyond.

Society of Mexican American Engineers and Scientists
The Society of Mexican American Engineers and Scientists (MAES) was founded in 1974 for the purpose of increasing the number of Mexican Americans and other Hispanics in the technical and scientific fields.

Voices
Voices is a three-year project to help girls do well and feel confident in science, math, and technology. Girls are as capable as boys, but do not participate as fully as boys do in these subjects.

Publications:

Alcalay, Rina. "Hispanic Women in the United States: Family and Work Relations." Migration Today 12(3): 13-20 (1984).

Anderson, K. (1996). Changing woman: A history of racial ethnic women in modern America. New York: Oxford University Press

Bailey, S. (1992). Shortchanging girls, shortchanging America: A call to action. Washington, DC: Women's Educational Foundation, American Association of University Women. (ED 340 658)

Bingham, R.P., & Ward, C.M. (1994). Career counseling with ethnic minority women. In W.B. Walsh & S.H. Osipow (Eds.), Career counseling for women. Hillsdale, NJ: Erlbaum.

Castellano, Jaime A. Identifying and Assessing Gifted and Talented Bilingual Hispanic Students. EDO-RC-97-9 (September 1998)

De Leon, B. (1996). Career development of Hispanic adolescent girls. In B. Leadbeater & N. Way (Eds.), Urban girls: Resisting stereotypes, creating identities. New York: New York University Press.

Dunn, Rita and Griggs, Shirley. Hispanic-American Students and Learning Style. ERIC Document Reproduction Service No. EDO-PS-96-4

Fitzgerald, L.F., Fassinger R.E., & Betz, N.E. (1995). Theoretical advances in the study of women's career development. In W.B. Walsh & S.H. Osipow (Eds..), Handbook of vocational psychology: Theory, research, and practice. Mahwah, NJ: Erlbaum.

Ginorio, Angela and Huston, Michelle. Sí, Se Puede! Yes, We Can: Latinas in School. (2000), commissioned by the American Association of University Women (AAUW) Educational Foundation

Hackett, G., & Betz, N.E. (1981). A self-efficacy approach to the career development of women. Journal of Vocational Behavior.

Hernandez, A. E. (1995). Do role models influence self efficacy and aspirations in Mexican American at-risk females? Hispanic Journal of Behavioral Sciences.

Hernandez, A., Vargas-Lew, L., & Martinez, C. L. (1994). Intergenerational academic aspirations of Mexican-American females: An examination of mother, daughter, and grandmother triads. Hispanic Journal of Behavioral Sciences.

Kohler, J. (1987). NEW PASS: Nontraditional education for women, paths to economic self-sufficiency: A career awareness program for economically disadvantaged girls and young women. Springfield, IL: State Board of Education. (ED 291 899)

Lango, D. R. (1995). Mexican American female enrollment in graduate programs: A study of the characteristics that may predict success. Hispanic Journal of Behavioral Sciences, 17(1), 33-48.

McWhirter, E.H., & Hackett, G. (1993). Causal models of the career commitment and aspirations of Mexican-American high school girls. Paper presented at the annual meeting of the American Psychological Association, Toronto, Canada.

Nieves-Squires, S. (1991). Hispanic women: Making their presence on campus less tenuous. Washington, DC: Association of American Colleges. (ERIC Document Reproduction Service No. ED 334 907)

O'Halloran, C. S. (1995). Mexican American female students who were successful in high school science courses. Equity & Excellence in Education, 28(2), 57-64.

Orenstein, Peggy. (1994). Schoolgirls: Young Women, Self-Esteem, and the Confidence Gap. New York: Doubleday.

Ortiz, F. I. (1995). Mexican American women: Schooling, work, and family (ERIC Digest). Charleston, WV: ERIC Clearinghouse on Rural Education and Small Schools. (ERIC Document Reproduction Service No. ED 388 490)

Prado, M. (1991). Creating community: Mexican American women in Eastside, Los Angeles. Aztlan, 20(1 & 2), 39-71.

Rea-Poteat, M.B., & Martin, P.F. (1991). Taking your place: A summer program to encourage non-traditional career choices for adolescent girls. The Career Development Quarterly, 40(2), 182-188.

Romero, G. J., Castro, F. G., & Cervantes, R. C. (1988). Latinas without work: Family, occupational, and economic stress following unemployment. Psychology of Women Quarterly, 12(3), 281-297.

Romo, Harriet D., Latina High School Leaving: Some Practical Solutions. May 1998

Rothenberg, Dianne. Supporting Girls in Early Adolescence. ERIC Identifier: ED386331 Publication Date: 1995-09-00

Sadker, M., & Sadker, D. (1994). Failing at fairness: How America's schools cheat girls. New York: Scribners. (ERIC Document Reproduction Service No. ED 386 268)

Scribner, A. P. (1995). Advocating for Hispanic high school students: Research-based educational practices. High School Journal (Special Issue: The Mexican-American educational experience), 78(4), 206-214.

Segura, D. A. (1991). Ambivalence or continuity?: Motherhood and employment among Chicanas and Mexican immigrant women workers. Aztlan, 20(1 & 2), 119-150.

Tinajero, J.V. (1991) Raising career aspirations of Hispanic girls. Fastback 320. Bloomington: Phi Delta Kappa Educational Foundation. (ED 333 083)

How Schools Shortchange Girls, published by the American Association of University Women Educational Foundation.

Weiler, Jeanne Career Development for African American and Latina Females. ERIC/CUE Digest, Number 125 ISSN: 0889-8049 Aug 1997

Gender Gaps Where Schools Still Fail Our Children (1998), published by the American Association of University Women Educational Foundation.

Tech-Savvy: Educating Girls in the New Computer Age (2000), published by the American Association of University Women Educational Foundation.

Short Changing Hispanic Girls: An Analysis of Hispanic Girls in the Greenberg-Lake Survey of Self-Esteem, Education, and Career Aspirations among Adolescent Girls and Boys in the United States. Washington, DC: American Association of University Women, 1992. ERIC Document Reproduction Service No. ED 387 557.