In this 199-page book, different authors have written short essays to introduce policymakers and educators (at all levels) to equity in mathematics and science education.

The purpose of this book is to provide recommendations and information related to equity in mathematics and science education, and ultimately to promote "equity and social justice as necessary components not just of high-quality education, but of a society and world worth living in" (p. 147). The stated audience for the book includes policymakers and funders, formal and informal educators at all levels, scientists and mathematicians, mathematics and science educators, parents, and the public.

The book is divided into five parts, each with short essays by authors who are policymakers, educators, and researchers. At the beginning of each part, editors briefly introduce the topic and summarize each of the 4-7 essays that follow. Some essays provide valuable summaries, others describe important research results, and others ask thought-provoking questions. The essays provide a brief introduction to the issues of equity in mathematics and science education and some essays provide references for further study.

Essays in Part 1, "The Case for Equity: Significance, Status, and Directions," introduce equity by defining it, offering reasons for and advantages of incorporating equitable practices, summarizing statistics which describe the status of equity, and suggesting how students can be provided with equitable access to technology. Essays in Part 2, "Knowledge, Gaps, and Implications for Action," present the knowledge base about gender equity in mathematics and science education. This includes an essay on how to use data to inform action, a summary of major research findings about gender differences in classrooms, and strategies to make instructional practices more equitable. Part 3, "Equity in Practice," addresses the approaches that teachers and students use to promote equity in classrooms and one essay describes models used by grant recipients to address equity issues.

Part 4, "Challenging Our Assumptions," includes an essay that argues for a less structured, more observational method of conducting scientific research and discusses how that method might be included in the teaching of science. Another thought-provoking essay suggests that disabilities may actually be an asset as one conducts scientific research because of the innovative ways people with disabilities develop to explore and experience the world. An additional essay contrasts the attitudes of men and women towards technology and suggests that those differences have implications for education and for the development of technology. Part 5, "Toward Equity, Excellence, and Learning for All," discusses policy issues and resources for action. Essays explain how Title 1 legislation can be used to achieve equity for poor students; discuss how socioeconomics, health-related factors, and parental involvement influence the achievement of urban students; and describe one state's attempts to address equity.

The essays are written in concise and non-technical language and will be understandable to the diverse intended audience.

Professional development providers could use these essays in preparing presentations and beginning discussions with teachers, administrators, school board members, and parents. Essays are short enough that they can be read as participants arrive at seminars or at the beginning of focus group sessions. For example, educators could read the outstanding essays, "What if Mathematics Classes Looked Like America?" by Susan Forman and Lynn Arthur Steen (p. 83) and "Entitled to Quality" (p. 151) by Stephanie Robinson, and then identify and discuss their own beliefs about tracking, low expectations for minority students, and the lack of experience mathematics teachers have with different cultures.

Another potential use for the book involves professional development leaders working with teachers to create a rubric to assess their success in improving their classroom climate. Suggestions in the essay "Strategies for Achieving Gender Equity in the Classroom" (p. 53) by David Sadker and Lynn Fox and the essay "Giving Girls a Break: Sustaining Girls' Participation in Science, Math, and Technology" (p. 73) by Faedra Lazar Weiss, Heather Johnston Nicholson, and Julie Frederick would provide a starting point for rubric construction.

Many of the essays do not cite research results to provide evidence for the general statements made. In addition, the editors note that this book is not a comprehensive study of equity and that "many voices are missing."