This study is a systematic investigation of female participation in mathematics and science classes in New York City schools. Six major findings reported include: (1) young women's low levels of participation in mathematics and science reflect the overall low levels of participation and reveal lack of attention to excellence in mathematics and science education as well as the limitations of current policy and practices; (2) young women from racial minorities or from low income families face additional barriers to achievement in mathematics and science in that they have lower rates of participation than both their male counterparts and white females; (3) although young women participate at higher rates than young men in beginning mathematics and science courses, their participation rates drop below young men's in advanced courses; (4) the kinds of policies, programs, and practices that encourage female achievement and participation in mathematics and science are often prohibited by basic features of the educational system; (5) despite the fact that young women constitute 48% of the total school population, gender, race, and class differences are maintained through most policies and practices; and (6) recent reform plans omit concrete efforts to ensure equal opportunity and pay only lipservice to those issues. (PK)