This paper contends that the climate or culture of academic science has been chilly to women, ethnic minorities, and people with disabilities. The paper reviews research findings in three areas: (1) numbers of women participating in science education and careers; (2) evidence of precollege patterns for girls and women in science and math; and (3) studies on how women are faring in college as undergraduate and graduate students and as faculty members. The paper outlines the following concerns, among others: small but consistent messages and behaviors reinforce sexist expectations and decrease undergraduate women's overall sense of self-competence (although not their academic performance) in math; Latina faculty members in California reported that both racism and sexism affected them significantly; and many women scientists feel isolated or alienated from the ethos of competition that admits no other commitment beyond their scientific work. The paper reviews some of the major institutional responses to these concerns; provides recommendations for action that can be taken by undergraduate and graduate students, faculty members, administrators, and professional organizations; and provides a resource section with a 24-item bibliography and a list of 8 organizations and 8 electronic resources. (Contains 149 reference notes.) (JDD)