Research has shown that girls and boys begin at equal levels of performance in mathematics and science, but that during the middle school years differences have been observed in both science achievement and science attitudes of males and females. It appears that once science becomes an option for females, they often do not select science experiences. The purpose of this literature review was to analyze research dealing with the factors influencing female retention in the sciences. These factors were considered from personal, sociological, and educational perspectives, with the intention of making people more aware of the influences which they may have on the future education of females. The studies cited in this project are arranged in alphabetical order and are annotated. These studies reveal several personal (biological, individual self-concept, and locus of control), social (stereotyping and the influence of significant others), and educational (classroom environment and science experience) variables which are responsible for this lack of female participation in the sciences. (TW)