ABSTRACT
In writing this chapter I had several purposes. One, I wanted to briefly outline the evolution of studies of students (and particularly women) in the mathematics/ science pipeline. Next I suggest that taking a feminist but noncritical perspective does not necessarily illuminate the subject fully. To support that argument I briefly present the results of a study with a colleague conducted and analyzed from a feminist perspective. Next I reanalyze the data from a critical feminist perspective hoping that the research might be used to transform our ways of framing issues and policies affecting women. Finally, I suggest that others might find reanalysis of research useful, even as an exercise in reflexive research (Lather, 1991)—particularly with respect to conclusions drawn.
