Although computer use in a variety of educational environments has grown tremendously in the past five years, issues of who uses the computer and how they use it are arising. Preliminary research indicates that computer access is related to both socio-economic status (SES) and sex, with male students from wealthier school districts being most apt to have access to computers. SES is also related to computer use, with higher SES students being more apt to use computers in creative ways, and low SES students being more apt to use computers for remedial drill and practice. Access to computers is additionally influenced by geographic location, with the least amount of computer usage in the south, and ethnic background, with white native English speakers overwhelmingly predominating as computer users. As computers play an increasing role in society, and as studies provide additional evidence of the positive effects of computers on achievement and motivation, the problems of computer equity must be addressed and solutions found. A 17-item bibliography accompanies this paper. (Author/ESR)