One benefit has been the prolonged contact of technology teachers with more female students.

Again, the secondary teachers go to the university to teach any necessary classes and to monitor the progress of the students. Students learn a great deal about current theory and research methods and teachers acquire a truly valuable resource: professors willing to return to the school system for student enrichment and to give special lectures. Students write a co-op work term report and present their project to a secondary school class. One student who worked in biomechanical engineering returned to a grade eleven biology class just after the skeletal system had been studied to explain her research in knee and hip implants.

Any program designed to implement change must form a whole environment around the school population. The challenges presented in the early years must be augmented with opportunities in the later ones. From our experience, programs are most effective if students are immersed in the environment for full days over a full semester since they gain a sense of personal accomplishment and confidence over an extended period of time.

Teachers must also be consistent, persistent, and promote long term objectives or the risks that we ask girls to take will seem external and too great to accept. But change is possible and the success is rewarding. Gale Daly, a teacher, remarked, "I highly recommended this program for those educators who have forgotten why they originally went into teaching."

Mary Beam is Business Studies Head at Resurrection Catholic Secondary School in Kitchener, Ontario. She is presently involved in implementing a school-based plan for Computers Across the Curriculum in which issues of equity will be a focus.

1. Who Turns the Wheel? , The Publications Office, Science Council of Canada, Ottawa, Canada, 1982.

2. Fact Sheets, Ontario Women's Directorate, Toronto, Ontario, revised periodically; and Mindy Birmingham, Judy Edmondson and Sandy Stryker, CHOICES, a Teen Women's Journal for Self-Awareness and Personal Planning, Advocacy Press: Santa Barbara, California, 1983.

3. Terri Perl, MATH EQUALS: Biographies of Women Mathematicians + Related Activities, Addison-Wesley Publishing Company: Menlo Park, California, 1978

4. For example, Claudia Zaslavsky, MATH COMES ALIVE: Activities from Many Cultures, J. Weston Walch: Portland, Maine, 1978; Sherry Fraser, S.P.A.C.E.S., Solving Problems of Access to Careers in Engineering and Science, Dale Seymour Publications: Palo Alto, California, 1982; and Jo S. Saunders and Antonia Stone, The Neuter Computer: Computers for Boys and Girls, Neal-Schuman, 1986.

5. Carol Brooks, Working with Female Relational Learners in Technology and Trades Training, Instructor's Handbook, Funded by the Ontario Ministry of Skills Development, sponsored by Fanshawe College, London, Ontario, 1987.

6. This highly successful program has been expanded to include Wilfrid Laurier University, in order to take ad vantage of the business and commerce opportunities there.