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| Sources | |
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| About the Authors | |
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| Acknowledgments | |
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| Foreword | |
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| Introduction: The History of Gender Issues in Education | |
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| "Too Strong for a Woman"--The Five Words That Created Title IX | |
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| Feminists Discover the Hidden Injuries of Coeducation | |
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| Female and Male Identity | |
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| Images of Relationship | |
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| Real Boys: The Truths Behind the Myths | |
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| Where It All Begins: The Biology of Boyhood | |
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| Do Girls and Boys Have Different Cultures? | |
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| Negotiating the Classroom | |
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| Thorns Among Roses: The Struggle of Young Boys in Early Education | |
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| The Miseducation of Boys | |
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| The Madgirl in the Classroom | |
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| How Girls Negotiate School | |
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| Gender Equity in the Curriculum | |
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| Course-Taking Patterns | |
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| Breaking the Barriers: The Critical Middle School Years | |
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| Misreading Masculinity: Speculations on the Great Gender Gap in Writing | |
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| Girls and Design: Exploring the Question of Technological Imagination | |
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| Educational Software and Games: Rethinking the "Girls' Game" | |
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| The Evaded Curriculum | |
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| Sexuality, Schooling, and Adolescent Females: The Missing Discourse of Desire | |
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| Violence in Schools | |
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| Bullying as Sexual Harassment in Elementary Schools | |
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| How Early Vulnerability Becomes Bad Behavior: Hurt Little Boys Become Aggressive Big Boys | |
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| Striking Back: Sexual Harassment at Weston | |
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| Boys to Men: Questions of Violence | |
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| The Interaction of Gender, Race, and Class | |
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| Diversity in Girls' Experiences: Feeling Good About Who You Are | |
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| School Rules | |
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| Characteristics of Communities Affecting Participation/Success | |
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| Naughty by Nature | |
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| Examining Women's Progress in the Sciences from the Perspective of Diversity | |
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| Single Sex Versus Coeducation | |
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| Single-Sex Education in Grades K-12: What Does the Research Tell Us? | |
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| Single-Sex vs. Coeducational Schools | |
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| Why Johnny Can't, Like, Read and Write | |
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| What's Sex Got to Do with It? Simplistic Questions, Complex Answers | |
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| Anita Hill Is a Boy: Tales from a Gender-Fair Classroom | |
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