By adolescence, men's participation and achievement in science exceeds
women's. This article reports a case study that examined the beginnin
gs of this gender differentiation during a naturally occurring academi
c activity that was designed to support and guide young children's int
erest in doing science. Data were collected during 2 successive years
of a science fair for children in Grades 1-6 of a progressive private
school. A total of 268 projects were characterized in terms of achieve
ment and area of science. Parents provided information about the way c
hildren selected and created projects. In both years and in all grade
levels, boys tended to choose to work in the physical sciences, and gi
rls in the biological and social sciences. Peer collaborations were ex
clusively same sex. Achievement and parental involvement were not gend
er related. Factors are discussed that might lead to an early divergen
ce of boys' and girls' interests in science within a context that prom
otes its exploration. (C) 1998 John Wiley & Sons, Inc.