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In the United States girls and boys are supposedly afforded the same science education opportunities, yet girls continue to score below boys on standardized science tests. In this study of 101 eighth‐grade physical science students, participants took an eight‐day class in which they learned the five principles of plane mirrors. Students were randomly assigned to one of three treatment groups using manipulatives: Miras only, Mirrors only, or Miras and Mirrors. Data were analyzed using one‐way and two‐way ANOVAs. Results indicated that males scored significantly higher than females on the chapter test (p < .05). A significant two‐way interaction on a test of retention indicated that females using mirrors only scored lower than males using the combination of Miras and mirrors. Females' and males' ability to learn principles of plane mirrors may be differentially effected by the manipulatives used. Both females and males benefit when Miras and mirrors are used throughout the learning process.

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