``Although evolved to attract men of color, women, and others underrepresented in the pool of scientists, these techniques have been shown to be as successful -- or more so -- for white males." -- Cinda-Sue Davis and Sue Rosser in ``Program And Curricular Interventions" in the best ``The Equity Equation" citing Rosser and Kelly's 1994 ``From Hostile Exclusion To Friendly Inclusion"
``Males who perceived mathematics teachers as treating males the same as females tended to take more mathematics." -- Jane M. Armstrong in ``National Assessment of Women In Mathematics" in the 1985 text ``Women And Mathematics: Balancing The Equation"
Kathryn A. Wheeler (1993), How schools can stop shortchanging girls (and boys): Gender equity strategies. Wellesley, MA: Center for the Research on Women.
The two works above appear as references in the 1998 book Feisty females: Inspiring girls to think mathematically by Karen Karp, E. Todd Brown, Linda Allen and Candy Allen. Portsmouth: Heinemann.
Jane M. Armstrong (1985). National assessment of women in mathematics. Women and mathematics: Balancing the equation. Hillsdale: Lawrence Erlbaum Associates Inc.
S.V. Rosser and B. Kelly (1994). From hostile exclusion to friendly inclusion: USC System Model Project for the transformation of science and math teaching to reach women in varied campus settings. Journal of Women and Minorities in Science and Engineering, 1 (1), 29 - 44.
Myra Sadker and David Sadker (1994). Failing at fairness: How America's schools cheat girls. New York: Charles Scribner's Sons.
Wellesley College Center for Research on Women (1992). How schools shortchange girls: The AAUW report. Washington, DC: American Association of University Women Educational Foundation.