To ensure that future generations of girls as well as boys fulfill their potential without restriction, it is important that gender equity be taught in teacher education programs as a matter of course. Gender equity is defined as the set of behaviors and knowledge that permits educators to recognize inequality in educational opportunities, to carry out specific interventions that constitute equal educational treatment, and to ensure equal educational outcomes. Gender inequity is manifested by: (1) notions that males excel in mathematics, science, and technology and that females excel in the arts; (2) attributional theory wherein gender-biased attitudes become a self-fulfilling prophecy; (3) curriculum materials biased in language, content, and/or illustrations; (4) unfriendly classroom climate and harassment; and (5) administrative modeling (administration department tends to be more male). While gender equity has received considerable attention in K-12 education, it has received considerably less attention in teacher education. Efforts are being made to improve the situation: institutes, state projects, and at least one teacher education program are promoting it; materials are being developed; professional publications are beginning to cover gender equity issues; professional meetings are devoting some time to it; and individual teacher educators are starting to become concerned about it. (Contains 14 references.) (LL)