Abstract
Although girls have slowly gained opportunity and access to public education, college, and a growing variety of occupations, access remains limited and different from those experienced by boys. Sex discrimination has become much more subtle in current society. This form of discrimination has become so institutionalized that it is blindly and tacitly accepted; consequently, relatively little is either planned or actually done to combat it. This study attempts to address and analyze the lack of gender awareness and preparation in our education institutions today through the use of content analysis and interview within California multiple subject teacher credential programs. Results indicate that through a combination of program structure and individual agency, California teacher preparation programs need to be updated to include conscious, specific interventions that will arm future teachers with the knowledge and will to recognize, confront, and then ameliorate gender discrimination.