| Sumario: | Numerous studies have found that women's academic achievement not only equals but often surpasses that of men. In this society, in which educational credentials are linked to jobs, promotions, wages, and status, women's educational accomplishments appear anomalous because women continue to receive far fewer rewards for their educational credentials than do men with comparable credentials. In view of the limited rewards that women are likely to receive for education, why do they do as well and attain as much education as they do? This article examines the anomaly of women's achievement in light of four hypotheses and presents empirical evidence to assess each hypothesis. Attention is paid throughout to racial and class differences in women's lived experiences in the opportunity structure. Finally, directions for future research are suggested.
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