The recent United Nations Fourth World Conference on Women concluded that if women are to advance in status socially, economically, and politically, they must have access to high quality education. Although women in the United States have steadily increased their educational status, the fact that 23 percent of women aged 25 and over have not gone beyond high school reveals that, as a group, women are still educationally disadvantaged. Recently, more attention is being given to the needs of women literacy learners in the United States. Georgia State University's Center for the Study of Adult Literacy has begun sponsoring conferences on women and literacy, and Laubach Literacy Action has been providing financial support to programs that empower women and developing a network of programs serving women. A growing literature base supports work with women literacy learners. Although much of the information has been generated abroad (e.g., Canada, Australia, Great Britain), it raises issues that have relevance for programs in the United States, including goals and purposes, rationale for women-only programs, and the status of literacy workers. Contains 19 annotated resources that can be consulted for additional information. Five resource organizations are also listed.) (YLB)