Legal provisions for sex equity are found in Title II of the Education Amendments of 1976 and Title IX of the Education Amendments of 1972. Although occupational opportunities for women expanded beyond the traditionally sex-segregated occupations during the World War II era, in the seventies legislators decided to require further changes. State…

This document contains information about the implications of the 1994 School-to-Work Opportunities Act (STWOA) for gender equity in Ohio vocational education programs. Presented first are selected statistics and Congressional findings regarding the following: the disparity between the current enrollment patterns and educational/career plans of…

During the past 17 years, the Women's Educational Equity Act (WEEA) program has accomplished the following: funded programs to open math, science, and technology courses and careers to women and girls; helped females gain access to nontraditional vocational education; funded projects to eliminate bias against females in school and the workplace;…

A study examined attitudes toward women in nontraditional roles among high school students and staff and identified the training strategies most effective in increasing acceptance of women in these roles. Participants in the study were 759 students (48 percent), teachers (35 percent), and counselors and administrators (17 percent) in 9 school…

This public relations unit is one of a series of guides developed to aid school administrators and teachers in understanding and creating an environment that will allow students equal educational opportunities. Part of such awareness is knowing about the availability of courses and activities offered, as well as informing parents and potential…

This handbook is part of the New Pioneers training program designed to build trust between the sexes and expand roles for women and men. Based on the premise that barriers to equity often involve personal values, this handbook outlines 14 sessions to help educators explore and broaden their own sex-role perceptions and those of students. The…

Reviews existing programs for equal education and employment for women in Europe, including reentry to school and work, training for nontraditional fields, and management training. Discusses the role of adult educators in setting priorities, influencing policy, and obtaining funding for women's programs. (SK)

This publication presents district administrators and staff with a model for developing and implementing a career/vocational equity program. Chapter 1 presents an overview of the model and suggests a program framework. Chapters 2 through 5 address the first four of five phases of the model. Chapter 2 provides background and information needed to…

This report presents case studies that examine more than 30 examples of public-private partnerships involving vocational-technical education in Minnesota. These case studies address the nature and scope of private sector involvement in vocational technical education in Minnesota, who benefits and why, conditions that contribute to successful…

This paper focuses on issues related to the cultural aspects of sex equity and schooling in American society. It begins with a framework of assumptions that relate the discipline of anthropology to concepts of equity. Education or schooling is discussed as a special form of socialization, and four operational elements are cited that are displayed…

Female participation continues to increase in postsecondary vocational education and the labor market. This growth has paralleled increased funding under the Vocational Education Amendments of 1976 for sex-equity related research and demonstration activities. Funding has not, however, kept pace with needs of institutions trying to ensure equal…

Surveys access and opportunity issues for women in higher education and presents data and research examples that reveal concerns that span national boundaries. Topics include distribution of women students and faculty in various countries, the careers of women faculty and researchers, and women academics as leaders and policymakers. (JHZ)

This report describes the status of gender and race/ethnicity enrollments in vocational programs in Connecticut's comprehensive high schools. Data are based on a sample of nine representative schools in urban, rural, and suburban communities. Enrollment data for the 1988-89 school year are from the State Department of Education and represent eight…

The fact that gender desegregation of vocational programs has not yet been achieved might be related to labor force occupational segregation by gender. Social theorists view schooling inequities as mirrors of social structure, whereby schools track students to maintain social stratification. Mirroring the labor market, education has segregated…

This publication contains a guide and set of five questionnaires designed to help determine whether the Vocational Education Act Amendments of 1976 have had an impact on the community. (The 1976 Amendments require recipients of federal funds to eliminate sex discrimination and sex stereotyping from their programs and provide specific resources.)…