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Females are underrepresented in courses in mathematics, science, and computer and other high technology applications. Research in the last decade has identified a variety of factors that contribute to females’ lack of participation in math, science, and technology. These factors include, but are not limited to, the following: stereotypic images and expectations, lack of self-confidence, peer pressure, learning environment, teacher behavior, lack of female role models, failure to see relevance, attributional style or personal responsibility, and lack of incentives. The following strategies can address these issues: (1) parents’, teachers’, and counselors’ efforts to dispel stereotypes; (2) improvement of self-confidence; (3) use of peer pressure by making success in math and science prestigious; (4) enhancement of the learning environment; (5) equalization of teacher behavior; (6) provision of female role models; (7) improvement of relevance by presentation of lessons with real-life applications; (8) adjustment of attributional style and instilling of personal responsibility; and (9) creation of incentives. (A bibliography lists 19 references. An annotated listing of 12 additional resources refers the reader to print and video resources available for loan to Ohio vocational educators from the Sex Equity Resource Library at the Center on Education and Training for Employment.) (YLB)