By the year 2000, it is estimated that there will be 1 billion illiterates, 98% of whom will be in developing regions. Oral traditions and the preponderance of local languages and dialects are among the reasons the situation is so widespread. Illiteracy is linked to contextual factors in which social class distinctions, linguistic affiliations, general levels of socioeconomic development, and marginalization of certain groups play important and mutually supportive roles. However, women comprise more illiterates, representing 63% of all illiterates in 1983, up from 58% in 1960. The subordination of women is related to the sexual division of labor and the control of women's sexuality, which in turn affect women's participation in literacy programs. Illiteracy is also higher in rural areas, again related to the sexual division of labor. Various international studies are reported that document the benefits of literacy for women, and constraints of existing literacy programs are discussed. Implications of the International Literacy Year are described. It is concluded that efforts to enable poor and marginal women to become literate will need the pressure of people committed to large-scale social change. Contains 29 references. (LB) (Adjunct ERIC Clearinghouse on Literacy Education)