Although much United States national media attention and research surveys have publicized the many ways in which gender bias and inequities continue to flourish in education, the research on gender and literacy has not been systematically analyzed or reviewed. This book provides a synthesis of the research studies on gender and literacy for several important reasons: (1) to raise awareness of gender issues in learning and practicing literacy; (2) to call attention to successful interventions and recommendations useful to teachers and teacher educators; and (3) to find direction for future inquiries by examining the unanswered questions of the existing research. In the book, the review is confined to the observational or qualitative studies on gender and literacy, particularly those with a feminist perspective. The book identifies the silences as well as the findings of these studies. To assist educators and researchers in locating particular studies of interest to them, studies in the book are organized by genre: gender and discussion, reading, writing, electronic text, and literacy autobiography. The book offers hope to those who believe that through interventions made in the classroom regarding gender and literacies, a difference can be made in extending democracy and social justice to all. (Contains 103 references as well as 16 literature references. Appendixes contain separate bibliographies of studies on gender and discussion, reading, writing, electronic text, and literary autobiography.) (NKA)