Few persons think of math as a particularlyfeminine pursuit. Girls are not supposed to be good at it and women are not supposed to enjoy it. It is interesting, then, that we who do feminist scholarship have relied so heavily on mathematical metaphors to describe the relationships among gender, race, and class.1 For example, some of us have drawn on basic arithmetic, adding, subtracting, and dividing what we know about race and class to what we already know about gender. Some have relied on multiplication, seeming to calculate the effects of the whole from the combination of different parts. And others have employed geometry, drawing on images of interlocking or intersecting planes and axes.