The purpose of the Gender and Ethnic Equity in Science Education (GEESE) program, conducted during the student-teaching semester, was to provide preservice science teachers with the opportunity to use clinical observations and reflection as vehicles for discovery of the disparate school experiences of the diverse students in their science classrooms. The preservice teachers examined curricular materials in use during their practicum, student and teacher behaviors, the quantity and quality of student-teacher interactions, and grouping and evaluative strategies before attempting self-analysis at the conclusion of the program. Interviews were used as the source of qualitative evidence of change in the preservice teachers' attitudes and teaching behaviors. While students approved of the program initially, they eventually dismissed issues of gender and ethnic equity as critical once they began struggling with the inadequate academic preparation of their students and scant material resources. Ultimately, the preservice teachers identified the GEESE program as useful in that it provided them with specific critical techniques, but inappropriately placed at the conclusion of their professional development sequence. © 1997 John Wiley & Sons, Inc. J Res Sci Teach 34: 1019-1038, 1997. It is likely that far fewer students in an ethnically and sexually mixed classroom will acquire the skills and self-esteem necessary to realize their talents and capabilities than their teachers would expect. Many of the pupils will be lost to a system that neglects their learning and their potential. The neglected ones, the girls and minority children, can expect to leave school at or before graduation with less achievement and self-esteem than they possessed when their schooling first began.It is plausible that most teachers are unaware of the waning characters who move through the classroom from year to year. Ideally, public education represents dedication to a democratic spirit and the concept of equality among all students; consequently, teacher training concentrates on procedure and remains all too often blind to the ethical dilemma imposed by gender and cultural disparities within the classroom.The Gender and Ethnic Equity in Service Education (GEESE) program provides students with opportunities for examination of individual perspectives on and practices of equitable science teaching. The purpose of this study was to discover emerging definitions of gender and ethnic equity in science education among preservice teachers in the context of their studentteaching practicum.Teacher preparation programs devote little if any time to issues regarding sexism and racism within the classroom (Gollnick & Cyr, 1979; Sadker & Sadker, 1985). Where there is JOURNAL OF RESEARCH IN SCIENCE TEACHING VOL. 34, NO. 10, PP. 1019-1038 (1997) © 1997 no recognition of a problem, there can be no action. Refusal to acknowledge inequalities in the school experience for female and male students and students of color or cultural distinction accompanies...

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