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The high levels of participation of women in higher education are currently attracting an unprecedented degree of interest. In this context, a shift is also occurring in equity policy in many countries, and the question of gender equity is now framed by concerns around male participation and male underachievement. However, a number of significant international studies are providing evidence of persistent patterns of horizontal segregation (by discipline) and vertical segregation (by level of seniority and measures of esteem) of women in higher education and research. Research undertaken in Australia by the Federation of Australian Scientific and Technological Societies (FASTS) on women in science provides evidence that this segregation leads to attrition of women from the scientific professions. This paper argues that, not withstanding the need to focus on the most disadvantaged in terms of equity and social inclusion, the question of women in higher education is a half prosecuted agenda, and that premature abandonment of this agenda may impede successful realisation of broader social inclusion and diversity agendas. It may also impact negatively on productivity and innovation. [ABSTRACT FROM AUTHOR]