Gender equity initiatives in education have been launched in the state of Vermont in an attempt to level the playing field in gender-specific programs, but when it's all said and done, the question on the progress in career and technical education still remains. This article shares personal experiences of two students at Vermont's Stafford…

Until recent years, many women worked to supplement the family income. The number of female heads of households is growing; increasingly, many women are becoming the sole source of family income. Families of married women are becoming more and more dependent on the "second" income. Women are struggling to move into the high-paying jobs…

Several innovative mini-grant projects in sex fairness in Illinois are detailed. They include teaching eighth-grade students about nontraditional career roles; recruitment of female minority students to agricultural programs; and the organization, development, and presentation of a panel discussion that will inform counselors, educators, and…

Social, cultural, and institutional barriers inhibit entry of women into nontraditional education and employment. Teacher and counselor behavior, strategic institutional changes, and sex equity leadership are needed to alter current patterns of occupational segregation. (SK)

Argues that girls must be assisted in relating their education to serious, long-term careers; boys must be helped to prepare for the changed roles that men will have in the future. Ways to help include career awareness, classroom environment, parental and community involvement, and curriculum development. (CT)

Even though subjects clearly regarded nontraditional occupational choices as less appropriate than traditional choices, this bias did not affect their ratings of, or their willingness to work with, the counselor. Results are discussed in terms of implications for sex-fair counseling for males and females. (Author)

This booklet contains descriptions of 34 sex equity projects in Oregon. Project descriptions contain such information as a contact person and the project's audience, procedures, outcomes, and funding sources. The projects are organized under three headings--displaced homemaker projects, support services/special needs projects, and women in…

The author describes components of a sex-fairness activity that he developed in his schools: OINK (Observed Interest in Negating Knowledge), an instrument to show students their own sex bias; sex-based language discussion; transparencies identifying sex bias on television and elsewhere; and freedom training, a film on nontraditional vocations for…

Suggestions for making teachers aware of nontraditional jobs and imparting that knowledge to their students are the substance of this document. The following topics are addressed: awareness of nontraditional occupations and the men and women who are involved in them, encouraging students to consider a nontraditional occupations (beginning at an…

This manual was developed to assist postsecondary administrators, faculty, staff, and students by providing materials specifically designed to eliminate sex bias and stereotyping of students and to recruit students into nontraditional careers and vocational-technical programs. The manual is organized in six sections. The first section introduces…

This manual is intended to assist personnel at the local level in achieving equity in vocational education. It presents a planning model for sex equity programs and provides information about nontraditional careers, suggested strategies for informing students about nontraditional careers, and resources useful in developing a program to inform…

The sex equity program at Santa Fe Community College in Florida has become instrumental in an ongoing reeducation process in making people aware of the numerous career opportunities available to them and in dispelling myths about sex role stereotyping in the world of work. Included among the goals and objectives of the program are the following:…

The Sex Equity Project for Lake County (Florida) Schools was undertaken to reduce sex bias and stereotyping among students and to encourage exploration of nontraditional occupations. The 1986-87 project focused on middle and high school students by assembling and distributing brochures and by making classroom presentations to eighth-grade…

The manual presents background and application information on providing an "inclusionary" approach to the education of young children. "Inclusionary" was expanded from nonsexist, multicultural perspectives to that of persons with disabilities. Project REED (Resources on Educational Equity for the Disabled) developed and…

This publication provides a comprehensive list of strategies from which vocational educators can choose when designing a recruitment campaign. The strategies are aimed at increasing the participation of females and males in Ohio's vocational programs. They offer suggestions for (1) involving elementary and middle schools, high schools, parents,…