This report contains a summary of findings from a study conducted in California and Nevada to investigate attitudes towards mathematics and extent of parental influence on three groups of high school students--high math-achieving males (N=59), high math-achieving feamles (N=44), and high verbal/low math females (N=27). Differences between Asian American students and parents and non-Asian students and parents were also examined. The report includes data on student math/science achievement, math study habits, educational and career plans, perceived aptitudes and abilities, extent and nature of parental influence, math-related attitudes, and demographic data on parents. Conclusions point up the similarities and differences between high-math females and each of the other two student groups. Among the findings were: (1) parents' efforts can make a substantial difference in encouraging young women in math-related study and careers; (2) all students acknowledged a very low degree of influence from teachers and counselors; (3) high verbal/low math girls reported being least influenced by their parents; and (4) male students and their parents held more stereotyped attitudes concerning mathematics as a male domain. (Thirty-seven tables and eight pages of references are provided. The appendixes include parent and student questionnaires comprising one-fourth of the report.) (Author/TW)