DOCUMENT RESUME

ED 199 401= CE 028 119

TITLE Increasing Sex Equity. The Impact of the 1976

Vocationt.,1 Education Amendments on Sex Equity

Vocational EducatiOn.

INSTITUTION institute for Women's Concerns, Arlington, Va.:

National Advisory Council on Vocational Education,

Washington, D.C.: National Advisory Council on

(sic:bents Educational Programs, Washington, D.C.

PUB DATE Dec BO

NOTE 198p.

EDES PRICE MF01/PCOB Plus Postage.

DESCRIPTORS -Accesg to Education; Adult Students; Displaced

Homemakers: *Educational Legislation; Educational

Opportunities; Educational Trends; Enrollment:

Federal Legislation; *Females; Government Ro1e;

Bearings: tales: Needs; Nontraditional Occupations:

Nontraditional Students: *Program Effectiveness: *Sex

Fairness; Sex Stereotypes; State Action: State

Pragrams; Student Recruitment: Students: Trend

Analysis; *Vocational Education

IDENTIFIERS *Vocational Education AmendMents 1976

ABSTRACT

This, report focuses on a study that examined whether

the implementation Lf the sex equity provision of the 1976 Vocational

Edueation AmendmentL has resulted in equitable access to and benefit

from the nation's vocational education system by women and men, girl.

and boys. The study focused on such issues as fundin .,17chanisms:

federal and state riles; local implementation: special needs of

women; state sex eq4ity coordinations; state plans, reports, and

public hearings: administrators, counselors, and instructors:

curricula and texts: and related legislation. Data in general sho

that women, have taken _a greater part in vocational education,

especially in sex-mixed programs, and less noticeably in

non-traditional 'programs, than they did before the legislation was

enacted. The report is organized in the following five sections by

the major phases-of the qt.lidy: (1) an introduction to the issues

involved and the methodology of the study: (21 an analysis of state

reports and national and state enrollment. data:. (3) an analysis of

recent research studies conducted to identify the impact of

vocational education on women and men; (4) a descriptien of the two

public hearings conducted for this study and a summary of the issues

raised; and (5) appendixes which contain Analyses of state reports

and enrollment data, a matrix of the contents of state plans, and

other details of the study. (KC)

4** ** **********w o ** ********** **#***** *** ** ************* Reproductions sutplied by EDRS are the best

.from the original document. ***************************

hat can be made

* * * * *** * * * * **
INCREASING SEX EQUITY

THE IMPACT OF THE 1976 VOCATIONAL EDUCATION AMENDMENTS

ON SEX EQUITY IN VOCATIONAL EDUCATION

E-DuCaTIONAL ukS

f;ENIF,1,RIC;

Report of

The National Advisory Council

On Vocational Education

and

The National Advisory Council

On Women's Educational Programs

by

The I stitute for Women's Concerns

1018 Wilson Boulevard

Arlington, Virginia 22209

Dec T,ber 1980

5 OLVARTPALNT OF NV Al TN

iDucA riat4 a. WELFLRE

NATIONAL INSTITUTE OF

EDUCATION
PREFACE

The National Advisory Council on Vocational Education and the National

Advisory Council on Women's-Educational Programs are pleased to present

this report of our joint study of the implementation of the sex equity

provisions of the 1976 Vocational Education Amendments. The report

culminates a fruitful, three year effort of the two Councils to provide

both policy and practical support to those responsible for actually

carrying out these provisions.

As we submit this report at the close of 1980,- theeconomic implications

of much of its contents seem especially compelling. Passage of the 1976

Amendments was spurred in part by testimony regarding the inequality of

women's employment patterns. Such concerns led to the special emphasis

in the 1976 fpauthorization on positive action to eliminate sex bias and

stereotyping in order to maximize access to the full benefits of this

nation's vocational education system. Now, as another reauthorization

approaches, the National Advisory Council on Economic Opportunity reports

that the increase .of poverty in this country in recent years has been

almost entirely among female-headed households. Increasing attention to

the economic strength of this country is also. leading to a renewed focus

on full utilization of the skills of all its citizens. We hope this

report will stimulate others to join us 0 a continuing analysis of

these issues, in preparation for the reauthorization, and in the ongoing

improvement of sex equity policy and practice in the vocational education

system:

We would especially like to acknowledge the two committees which provided

invaluable direction to the project which culminated in this report--the

NACVE Special Populations Committee, co-chaired by Karen Fenton and

Lawrence Hawkins and the NACWEP Federal Policies, Practices, and Programs

Committee, chaired by Ellen Hoffman.

Both Councils also extend special thanks to those who testified at the

two public hearings conducted for this study, a,. well as to those-conntless others who assisted in the organization of -.he hearings and other

phaSes of the study.

Carol S. Gibson, Chairperson

National Advisory Council

on Vocational Education

Susan 'Margaret Vance, Chair

National Advisory Council

on Women's. Educational Programs
TABLE DF CONTENTS

Ex.-cutive Summary

INTRODUCTION

The Legislation 2

The Fotenti7a1 for Impact_ 4

The Conduct and Organization of the Study...... .. ... 6

Format of the Report 8

II. ANALYSIS OF STATE REPORTS AND NATIONAL AND STATE

ENROLLMENT DATA

Analysis and Findings from State Reports.. . . . Analysis and Findings from National Enrollment Data.....19

Analysis and Findings from Selected State Enrollment

Data. .. = .= . - ,..,..,.,....,...,.,,23

Commentary. ........... . ... . . . . . ..25

III. ANALYSIS OF RESEARCH STUDIES .. . ............... ....29

The Vocational Education Equity Study, Volume 1,

The Primary Data = 30

State Level Activities--- ==== 30

District Level Activities 31

Activities of Counselors and Teachers at

School Level = == 33

Perception of Sex Equity Problems and Progress= 34

State Impact on School Activities 35

Conclusions of Volume 1 36

The Vocational Education Equity Study, Volume 2,

Literature and Secondary Data Review 37

Attitudes Toward VEA 1976 37

Need for Research 37

-74 Paper on Effects of Vocational Education Programs:

Research Findings-and Issues 38

Jobs Sought 39

Wages 39

= 'Conclusions of the Paper... . . . .39

C mmentary.. . . 40
IV. HEARINGS. . .

TABLE OF CONTENTS

45

Organization and Conduct of the Hearings 45--

Summary of Testimony 46

Federal Role. .. . ......... ... .. 47

Special Needs of Women 49

Curricula and Texts... .. . -+ . .......... . 56

Counselors and Instructors 57

Public Hearings........- .. . . ..... 58

Sex Equity Coordinators.. .. ... . . .,60

Other Major Considerations 63

Commentary -.67

APPENDICES ,71

A. Vocational Programs Des

Mixed, and Traditional

d as Non-Traditional,

... . . .75

B. Women Enrolled in Non-Traditional, Mixed,

Traditional Categories by Occupational' Training

Area and Year, in the United States 79

C. Number and Change in Number of Total, Men, and

Women Students Enrolled in Gainful Vocational

Education, 1972-78: 81

D. Analyses of State Reports and Enrollment Data= 83

Alabama... ... ....... . . .. California Rit Florida 97

Georgia 102

Idaho .......... ...... 108

Illinois.... . ......... .. . ...... 112

New Hampshire 118

New'Mexico 122

New York 128

Ohio 138

Oklahoma .. . . .. ....... 144

Oregon 150

. . . 156

Texas 162

Wyoming 170

E. Matrix of Activities Addressed in State Plans, 177

F. Common Elements of Successful Sex-Equity Programs 183

G. Witnesses at Public Hearings 185
EXECUTIVE SIIA tY

The National Advisory Council on Vocational Education and the National

Advisory Council on Women's Educational Programs initiated this joint

study of,the sex equity provisions of the 1976 Vocational Education'

Amendments to examine whether their implementation had resulted in

equitable access to and benefit from the nation's vocational education

system ,.by women and men, girls and boys.

The study results will assist the Councils in providing, under their

respective legislative mandates, substantive comments and recommendations

to the Secretary of Education, the Congress, and the President regarding

the upcoming reauthorization of this legislation; they should also prove

useful to educators, students, and citizens involved in vocational

education.

The various phases of the study focused on such crosscutting issues as

* funding mechanisms; Federal and state roles; local implementation; special

needS of women; state Sex Equity Coordinators; State Plans, Reports,. and

public hearings; administrators, counselors, and instructors; curricula

and texts; and related legislation. The study included a meeting with

Sex Equity Coordinators; preliminary interviews and a subsequent forum

with interested agencies and organizations to discuss the critical

issues; two regional public hearings attended by persons from 21 states;

detailed analysis of enrollment data and various state plans and reports

from 15 selected states (representing 55% of all vocational enrollments);

and a review of recent research relevant to the study.- The major findings

of the study are summarized below.

Review of Recent Research

ftwse schools putting the most ell into various activities to

further equity were also those wi try higtrest Non-traditional
'enrollment of women. Furthermore, the more attention the state paid

to what the school was doing, the more the school tended to do.

There must be considerably more emphasis at all levels on activities

designed to overcome inequities in addition to the monitoring and

reviewing designed to discover such inequities.

Successful sex equity programs established a liaison with potential

employers, provided participants with support services and orientation to the program, instituted comprehensive evaluation, and

employed competent and dedicated staff. More identification and

dissemination of such programs is needed.

There have been significantly greater increases in adult women's

enrollment in Non-traditional programs through past-secondary and

Adult education than in high school women's enrollment in Nontraditional programs.

As of 1975, the vocational expectations and occupational choices of

working class women were conspicuously absent from research literature, despite the fact that most are employed a large part of their

lives.

Plan and ljEpaIll

Most of the selected State Plans contained general statements

indicating good intentions without defining specific methC7ds for

carrying out these intentions.

Although the legislation mandlteF that women knowledgeable in sex, equity issues be represented Jn State Advisory Councils for Vocational Education (('ACVEs), lnd in addition that minority women be

represented, information available in state reports made it difficult to discern if these mandates were followed.

ii
Attempts by most of the states to provide financial incentives for

efforts to address sex equity were diverse but relatively minor and

often hard to identify within broader projects.

Comparison of State Plans with Accountability Reports showed that

many states did not expend the full $50,000 specifically allocated

to the work of the Sex Equity Coordinator and there was'no evidence

.. that unexpended balances were carried over to the following years'

budgets.

Although a large number of thestates committed funds to displaced

homemaker, services, there was no evidence that these funds were

being used as was legislatively mandated.

Most states reported that they were monitoring and reviewing for

sex equity, but there was little information regarding what happehed

once plans, proposals, and activities were reviewed.

Several states reported that they encouraged the entire State staff

to become aware of and assume responsibility for sex equity activities, but the specific activities whfth resulted were tot reported.

Within all of the selected states, the major effort of Sex Equity

Coordinators, in addition to monitorinv .:ud reviewing, was conductLug Wu': kshops and seminars and di.,seminating related information.

In'most cases the State Plan responded to the requirements of

Federal regulations, hr- in only a few cases did the state

Jltempt to go further define its problems or offer a system or

method k eliminating sex bias at the local level.

Many SACVEs or participants at public hearings on Sta-e.Planstecommendedthat the state should be funding programs to deal with

sex equity ,issues-. Nevertheless, Jniy a few states allocated

additional funds for programs, and many states that allocated funds

did not expend them.

111
States rarely appeared to have been influenced by other recommenda,

tions from SACVEs or from the State Plan public hearings.

The impact of the Bureau of Occupational and Adult Education's

_Management Evaluation Reviews for ComplianRe and Quality and staff

reports on the State Plans was difficult to assess:

En:= ollnrent Data 972-1978)

National enrollments in all occupational training areas increased

by 44%, with an influx of over three million additional students.

The enrollment increase was,greater for women than for men. Women

increased by 1.8 million (60%. more than their enrollment in 1972),

while men increased by 1.4 million (32% more than their enrollment

in 1972.)

While the actual number of women enrolled nationally in Traditional

vocational programs increased by 723,700, the percent (i.e.

tration) of all women vocational students who were in Tradit

progrnrr der cased by 9 points, from 65% to 56%.

Women made greater enrollment, gains in Mixed programs than in

Non traditional. programs. The number of women Mixed programs

increased by 756,500 (up 5%) while the 'lumber in Non-traditional

programp increased by.312,300 (up 4%).

Increases in women's enrollment in Non-traditional programs were

greater in Technical and in Agricultural programs than in Trade and

Industrial programs.

Percent increases in women's enrollment in Non traditional Trade

and Industrial programs occurred in courses without a strong -sex

role image, such as drafting, law ( forc"ment, and graphic arts,

rather than in courses with a strong male role image such as con - struction , police science, and machine shop.

iv
In the 15 states studied, there were greater increases in the

percent of women enrolled in Non-traditional programs between 1972

and 1976 that between 1976 and 1978, even considering that the

first time period is twice as long as the second.

The amount and type of detail provide&. in the Plans of the 15

states regarding implementation of the sex equity provisions varied

and si.imetimes correlated with improved enrollment patterns for

women. Greatest increases in enrollment of women in Non-traditional

programs' occurred in states where planning and monitoring systems

were established to meet equity goals, where funds were committed

to establish equity programs, and where efforts were made to utilize

the entire state staff to address sex equity issues.

Public Hearings

Negative attitudes about ton - traditional training choices and

expansion of male/female roles are still prevalent in state agencies, school districts and communities, and constitute a major

barrier to equity.

More focus is needed on pre-service and in-service training of

vocational education staff, especially to get more women into

administrative positions, and men and women into non-traditional

teaching positions.

There a crucial need nor adequate, affordable childcare services

Transportation and other supportive services are often critical,

especially to poor or rural women's participation in a vocational

program.

Wi nesses felt that the law too vagu6 or lenient in the areas of

childcare, displaced homemakers, curriculum revision, training and

personnel development, guidance and counseling, and assistance

to women in preparing for and obtaining non-traditional employment.
The role of the SekEquity Coordinator is viewed as essential to

the task of achieving equity.

The across-the-board funding of $50,000 is not sufficient in evey

state for full-time sex equity personnel and many Coordinators havebeen unable to secure additional funds to implement programs.

Sex equity must be viewed as a human issue that affects rmen as well

as women,

Minority, women need supportive servicesprograms-which address

their cultural differences, and outreach efforts to change the

negative image of vocational education in-their communities.

Attempts by persons outside of the vocational education system to

monitor and review State Plans and testify at the mandated public

hearings had shown mixed results, and often proved extremely frus

rating.

More sex-fair r,extbooks and materials infused into the curricula

are needed to expand students' views of their potential career options and expose them to women and men in non - traditional Jobs.

Exploratory vocational programs at the junior high school'level

help students make better career decisions in high school, when

peer presure to conform to traditional sex roles is strongest.

More emphasis on sex equity i postsecondary vocational education

is needed to meet the needs of those adult women who make career

decisions later in life than men.

a The problem of sexual harassment is increasing as more women enter

-non-lraditional_classes.

Broad legislative coordination with other youth, educ or;,. and

employment programs is

vocational education.

needed in order to achieve sex equity in

vi
INTRODUCTION

In September 1979 the National Advisory Council on Vocational Education

(NACVE)-and the National Advisory Council on Women'sEducational Pro-,

grams (NACWEP) initiated a joint study of the impact of the Voational

Education Amendments of 1976 on sex equity. The Advisory Councils'

Joint Task Force on Sex Equity, concerned that vocational education be

more accessible in order to prepare women and men, girls and boys for

employment, sought to examine whether the sex equity mandates of the

legislatidn had resulted in equal access.

The study imely, since the Federal vocational education legislative

agenda Calls for Congressional reauthorization activities during the

coming year. The two National Advisory Councils, under their respective legislative mandates, are responsible for providing substantive

comments and recommendations to the U.S. Department of Education, the

,Congress, and the President, regarding education programs -- NACVE for

vocational education, including the provision of sex equity; NACWEP for

education programs affecting women, including vocational education.

Both Councils likewise share a particular concern for the needs of

;racial and ethnic minority women who often suffer double discrimination.

Through this study, the NACVE-NACWEP Joint TaEk FO'ree on Sex Equity

provides the respective Councils with information regarding the effects

the 1976 legislative provisions' intended to improve sex equity in

vocational education. The infd'rmation contained, in this study report

may assist the Councils in determining which sex equity provisions of

the legislation should be reauthorized, modified, or deleted, and which

"new provisions might be added during the reauthorizationAn order to

meet previously unaddressed issues.

The,study,report maybe of `interest to others beyond the Councils

Federal officials concerned with the extent .to which the legislation has

increased: ex equity; state-officials seeking a context in which to

assess their efforts; local educators.and school board members as well
as community organizations and individuals concerned with tho-abili y of

vocational education to respond to the need for equitable employment

preparation.

THE LEGISLATION

The 1976 Vocational Education Amendments VEA '76) were enacted during

the Nation's period of greatest growth in women's employment. The

inequity of their employment patterns, however, durfEg this growth

period became a major cancer

The U.S. Department of Labor projected that between 1975'. and 1990 twelve

million women would be added to the American labor force, 'beaching a

total of over 48.5 million women. 1 Statistical analyses of the labor

force data indicated that unless major changes occurred to prepare women

for entering the work force, they would continue to account for 78% of

clerical workers, 62% of service workers, 97%. of household workers, and

43% of sales workers. Nearly all secretaries in 1976 were women, as

were 86% of file 'clerks, 85% of elementary school teachers and 97% of

,nurses.

2

Twenty-five peecent of all employed women were employed in

only five occupations: elementary -school teachers, typists, waitresses,

i4les clerks -andsecretaries --jobs which, teA. to pay low wages. Over

half of all working women clustered in,17 occupations, compared to 63

occupations for the same, percentage of men. 3 This extreme occupational

segregation is to a iarge extent responsible for the continuing wage gap

which shows year= - round, full -time women workers, earning less than 3/5 of

Bureau of Labor Statistics, U.S. Department of Labor,

U.S. Working Women: A Data Book, 1977.

Bureau of Labor Statistics, U.S. Department of Labor,

Employment and Earnings, 1976.

Waldman, Elizabeth and McEaddy, Beverly J., "Where Women Work

An Analysis of Industry and Occupations ;" Monthly Labor

May, 1974.b
similarly employed men. In short, the economic differences were well

documented and spurred Congressional interest in using-vocational.education as a viable resource in overcoming the inequity.

The numerous programs in vocational education prepare individuals for a

Wide range of opportunities, many in expanding. fields with substantial

salary potential. Congress intended the 1976 Amendments to direct

efforts toward developing and providing programs' to overcome sex bias,

sex discrimination and sex stereotyping, and promote equal educational

opportunity. The specific provildons_are clear:

Federally assisted state vocational education programs are

subject to both Title IX and VEA '76 mandates to eliminate

sex discrimination and stereotyping;

Advisory Councils on Vocational Education National and

State -- must have women and minoritywomen members knowledgeableabout sOx discrimination in employment and training;

Each state must hire full-time sex equity personnel; duties of

that-person are clearly outlined and $50700 Federal funds

are provided for this purpose.

State Plans Must describe in detail how equal access for both ,

sexes to vocational_ education will be ensured;

Public hearings on State Plans must be held and involve a wide

range of agencies and individuals in developing each state's

vocational education goals and programs.

Displaced homemakers and other special groups -- men and women

who are single heads of household, homemakers seeking employment,

Title IX of the Education Amendments of 1972 prohibits sex discrimination in any education program or activity receiving Federal financial

assistance.
-part-time workers seeking full -time jobs, and persons seeking

non-traditional jobs -- must have opportunity for program

participationi;

Support services, day care services, vocational guidance and

counseling, as well as grants to overcome sex bias, may be

funded.

The 1976. Amendments provided the impetus to create change; this was the

first time that the need for equal access to vocational education and

job training, particularly for women and girls, had.been specifically

addressed by any Federal program legislatiOn.

.THE POTENTIAL FOR IMPACT

Federal involvement in vocational education as a means of preparin

persons for employment began prier to the turn of the century, and was

, enlarged by the Smith-Hughes Act in 1917, which strengthened state and

local vocational education in agriculture, home:economics, and trade and

industrial training. Subsequent Federal legislation expanded vocational

education programs and with the 1961 Manpower Development and Training

Act:began a Federal-statelocal relationship between vocational education

and employment and training programs. The Vocational Education Act of

1963 provided substantial increases in Federal appeopriations for vocational

education and initiated the concept of State Plans, the annual descriptions

of programs to be funded, through states to 12cal school systems.

While these early Federal involvements had served asjincentives to

building delivery systems and programs, the 1968 Amendments to the 1963

Act increased attention to ,the social aspects of education and to specific

populations of students., National and.State Advisory Councils on,Vocational Education were established to provide information to Federal and

state legislators and officials on the impact of national priorities to

serve persons with academic, soon- economic , and other disadvantages; on

programs for persons with handicaps; and on research and_ development of

exemplary and demonstration programs. The Federal. legislation provided
catalytic funds, yet vocational education is primarily state and local

system Federal vocational education expenditures are matched on an

average of 1:9 by states and. localities.

Related legisla ion, including the Civil Rights Act, Women's Educational

Equity Act, and the Comprehensive Employment and Training Act, has also

affected the priorities and programming in vocational education; however,.

this impact, as well as that of the 1976 Amendments, filters through a

structure as complex and varied as the states themselves. Federal funds

flow by mandate to a sole state agency-and are then allocated by formula

to local' school districts. While the sole state agency is the fiscal

agent, it may or may not have administrative responsibility for operation

of all the funded programs. A state may have one or two autonomous

administrative systems for operating secondary programs and postsecondary

programs. Generally,the State Board of Education' is designated as the

sole state agency, but does not administer the postsecondary system.

Some institutions are fully funded by the.state which may have direct

authority for program administration. locally or regionally controlled

systems for offering secondary vocational education include:

hensive high schools which offer vocational and general academic subjects;

2) a system of specialized vocational high schools offering full -time

studT of bah academic and vocational subjects; and 3) areaVocational

centers which offer vocational education on a shared tim &basis to high

school students froM a particular area of residence- At the pOstsecondary

level, one7year certificates and/or two-year associate degrees are

granted by community collegesi.technical institutes, and four -year

colleges which have vocational gr technical programs.

Advice, requirements, and recommendations come to the system not only

through the Federal legislation and mandated Councils, but also through

school'districts,-school_boards, -and trade councils interested in specific

programs.

The growing national awareness of the need for-training for employment,

the increase in women's employment and the related financial inequity,

5
in-combination with Federal legislative mandates and incentives, hold'

the potential for substantial improvement in vocational education. This

study considers the extent to which that potential is being achieved.

THE CONDUCT AND ORGANIZATION 0_ TIE STUDY

The National Advisory Council on Women'S Educational Programs, mandated

to advise the U.S. Department of Education on matters relative to equal

education opportunities for women and make appropriate reports to the

President and Congress; and the National Advisory Council on Vocational

Education, which provides advice to the President, Congress, and the

U.S. Department of Education on administration, regulations, and operati

of vocational education programs, contracted with the private, non-profit

Institute for Women's Concerns to gather information regarding the

impact of the 1976 Amendments.

During the planning and initial phases of the study, issues and concerns

were raised, including the following:

Funding. Should sex equity be considered as an area for

specific funding or be incorporated into special needs in

general (including handicapped, disadvantaged)?- Should the''

provisions which allow states to determine the proportion of

dollars to be spent on supportive services and efforts to

reduce sex bias and sex stereotyping be more clearly defined?

Should women be-targeted as a special population?

Focuson121Lty. The current legislation states through-

'out the need to eliminate sex discrimination, sex bias, and

sex stereotyping. Has this approach been effective or Should

there be a single section on sex equity? The extent to which

there is provision for assuring compliance, the results of

mandatihg positions for women on advisory councils, the impact

of State Plan public hearingS all require evaluation of

their effectiveness in meeting the legislative intent.

6
§pecial Needs of Women. The legislation focuses upon equity

for both,sexes. _Should special provisions for women, such as

day care, be mandated as opposed to discretionary? Would low

income women-and-single-heads-of household, women re-entering

the labor force, and women exploring'or-enrolled in occupational

areas which, have not been traditional for their sex benefit

from such provisions?

Postsecondary Education. Is clarification needed regarding

the role of the Sex Equity Coordinator, particularly in

states where postsecondary vocational education operates as' a

.system separate from the secondary level position of some

Coordthators? Does the recent increase in postsecondary

enrollments, particularly among adult women, suggesttbe,need

for attention to-thi!.: level comparab:_e that at the scondary

level?

Sex Equity Coordinators, Is there a need to study the relationship of the Sex Equity Coordinator to the state's administrative

structure, to the recierements of related legislation, to tle

available:lupport ttms; and to the monitoring and compliance

position aodresponsibilities reouired by the Office for Civil

Rights?

Public IJe. Is tlio hearings system working,

having an jrp sex equity 11CS addressed in the State

Plan? Whst role ::hz-ola trit government play in assuring

that State Flans invo,I.vement?

Administrv. .s, Ccunstlars1 and Instructors. Are states

exerciin their option to provide training and retraining for

counseibrc and instructors to increase-their knowledge of new

occupation choices, changing sex roles, and increasing opportunities'for non-traditional- employment? Testing and assessment capacities as well as counseling and instructional methodologies are additional areas to be examined.

7

.AL
Related Legislation. The extent to which vocational education

4dresses sex eqUity issues may or may not be influenced-by

the implicit or explicit relationships established with 'other

governmental systems, particularly employment and training , (CETA) and the Office for Civil Rights. Have the Federal_

Mandated linkages and overlap's in-responsibilities reduced sex

discrimination, bias, and stereotyping?

These broad issues are interrelated and cross-cutting; they ,are the

issues considered in the Organization and conduct of theistudy They

provided the-locus-for-analyzing-datI-testimony, and statements from

those'who haye been involved in attempting to influence-the vocational

education system and from those interested in insuring that vocational

education meets its mandate to promote equity for both sexes.

Two regional hearings, attended by persons from 21 states; a meeting

with state Sex Equity Coordinators; preliminary interviews and a subsequent forum, with interested agencies, organizations, and individuals

to discuss issues critical to legislative consideration; and care: ;1

analysis- of research and data comprised this-study' effort,

The report Cannot provide answers to all of the kinds of questions

emanating from the issues above; however, it does present information on

many aspects of-these issues which will be useful in determining legi 4a7

tive recommendations and future activities...

FORMAT OF THE REPORT

This report is organized.by th-e major phases of the study:

I INTRODUCTION

ANALYSIS OF STATE REPORTS AND .NATIONAL AND STATE ENROLLMENT DATA

synthesizes the voluminous material compiled incondticting the

study, presents.data relevant to issues identified during the

course of the project, and summarizes findings from the

documentation;
III. ANALYSIS OF RESEARCH STUDIES

examines recent research conducted to identify the impact of

vocational education on women and men;

IV. HEARINGS

describes the two public hearings conducted by the Councils

for this study and the content of testimony, and-summarizes,

the issues raised;

V. APPENDICES

contains analyses of individual state reperts and enrollment

data, a matrix of the contents of State Plans, and other relevant

details of the study.

II.' ANALYSIS OF STATE REPORTS

AND NATIONAL AND STATE ENROLLMENT DATA

In conducting this phase of the Councils' study, three sources of information were analyzed:

V The sex equity sections of various-plans and reports he

-ii-fteen-selected

National enrollment data compiled by BOAE for all secondary

and postsecondary vocational edutAion students;

Enrollment data for the fifteen selected states (totalling

55% of all vocational education enrollments)-

ANALYSIS AND FINDINGS FROM STATE REPORTS

The 1980 State Plans and 1978 Accountability Reports Of all fifteen

selected states were reviewed to deterMine the type and. description of

activity related to the sex equity provisions of the legislation.

Additionally, State.Advi!ory Council on Vocational Education (SACVE).

recommendations and State Plan public hearing comments regarding sexequity were reviewed, as well as the responses of the state office of

vocational education to such proposals. Bureau of Occupational and

Adult Education (BOAE). staff reports on the State Plans were,.examined

The selected states are` Alabama, California, Florida, Georgia,

Idaho, Illinois, New Hampshire, New Mexico; New York, Ohio, Oklahoma,

Oregon, Pennsylvania, Texas and Wyoming. This group of states includes:

(1) _the five states included in all four components of the NIE Vocational

Education Study; (2) five states where enrollment of women in Nontraditional courses was above the national average in-1972,--fIve-states---

where-percent of women enrolled in Non-traditional training was close

to the national average, and five states where Non-tradtion4 enrollment

of women was below the national average; (3) nine states which had had

a recent MERC/Q; (4).at least one state from each Federal Region except

Region VII; and (5) 55% of all national vocational education enrollments.

(See Appendices for detailed state data and information)

13
comments dealing mith sex equity issues in the selected states as were Management Evaluation Review for Compliance and Equality (MERC/Q).,

report findings of non-compliance with Federal regulations on sex equity

requirements. Finally, 'State Plans and/or Accountability Repbrts were

reviewed for descriptions of programs and projects funded to eliminate

sex bias and for funds allocated and actually expended for sex equity

purposes.

Examination of of= these -documenCs oundthe- folio

Most of _he selected State Plans :contained -nera_ statements

indicat

for carrying out these intentions. For example, in only,4 of

the 15 states were LEAs required to provide assurances that

programs will be conducted to reduce discrimination and stereotyping; 7 required a plan to eliminate sex discrimination and

sex stereotyping; 4 required active recruitment of men and

women for non-traditional programs.; 3 required. submission of

envions" s ecific ethods

an accountability repOrt on the progress of eliminating sex

bias; 3 established goals anCtimetables for eliminating sex bias; 2 required that all vocational institutions have an affirmative action plan, and only one required dissemination

information on administra ive lobs and potential Momen

applicants_

Althou h the 1 isla ion mandates that women knowled eahle

State Advisory Councils

for Vocational Education and in addition that minority women. be re resented information available in state e o made

it difficult to discern hese mandates had been followed.

The Cduncils of the states reviewed had one-third or fewer

members who were women, but none had fewer than five. Members'

knowledge of sex equity issues could not by determined well

because in some state reports the Council members were not

listed byname and/or by title or affiliation which might

indicate experience or level, of involvement in theissue of

14
sex equity. Also, women were not identified in the reports by

.ethnicity; therefore, it was not possible to determine if

minority_women were adequately represented on-these CoUrIcils.

For states-which did report affiliation, there was a notable

absence of Women representing community-based organizations.

Lt1-11ITI!by_most of the states ovide financial incentives

to address sex eqhiLy were diverse but _ativel minor and

often hard to identif within broader o'er One of the

------analyt-i-c-p.roblms was the lack of consistency across the sta

docuqents. There was considerable variatad-iir-the-definition

_ of incentive: Oklahoma used RFPs for model projects, newsreleases, films and awards for student-exhibitions; Texas gave

priority to LEAs which included sex equity as part of their

proposal, but sex equity was not a requirement. This latter

example placed more responsibility for promoting sex equity in

the hands of the LEAs than of the state.

Alabama allocated $500 for each of 4-model programs in FY 79.

Oklahoma allocated $5,000 for model projects, and $5,000 for

incentives in FY 80. Ohio planned $42,000 for model projects

in FY 78 but spent only $2,000

An additional analytic problem was that Federal monies.available for program improVements and support services may be used

to fund projects for a variety of purposes, to which sex

equity was often,a mere "add.oe. It was often virtually

impossible to determine from the descriptions of the projects

/

the extent to which the projects or the funding were used for

ex equity.

Com rison _of State Plans wit h-AcCOuntability Reports showed

that many states did

szllyelloed to work oft.1-eytit Coordinator and

there was no evidence that unex ended balances were allocated

for the following tears' budgets. Only 7 of the 15 statesex -end the. full $50 000 -ecifi15
spent their entire $50,000 in 1977-78, according. to a special

1980 BOAT report. None -of the bother 8 states studied carried

over their balance into 1978-79.. The disci4Jancies between

_fund§ allocated and funds expended warrant considerable

follow-up.

A e number of he states committed funds to d s laced..

homemaker services there was'no evidentethat these funds

ere used as was letislativel mandated. In the states' reviewed

where displaced homemakers were served, services included

counseling, job skills training, and /or job placement. Often

however, displaced homemakers were served not becauSe they

.have been selected as a target population, but because they,

happened to be'found in tie population which received such

seiii-Ces.--Futhermore, although some of the-reviewed state

budgets identified disil-aedhmemakers as a targeted group,

very little money was spent specifically for this purpose.

Approximately one-third of the 15 states projected expending

substantial funds for displaced homemaker services, but in

faCt spent very little. For exampl'e,-Georgia's projected

figure- was $98,721, New Hampshire's projected figure was

$10,000 and no money was reported as actually spent in either

case. Alabama and Oregon did not even show displaced bomemakers

services as a budget item. Of the- states which did actually

set aside such funds, approximately 12% of the projected

amounts were used. For example.) Florida planned to spend

$61,240, but accounted for ari expenditure ofyonly $6,000;

Wyoming prOjected $40,000, actually spent $10,000; New Mexico

projected $61,240, actually spent $15,511; and Texas projected

spending $200,000, actually spent 5,739.

Another one-third of the'states reviewed planned to provide

,displaced homeMaker services, but they were riot operational at

that tie. Nevertheless, .some of these states indicated,

displaced homemakers as a budget item and actually expendedfunds in this area.
44. Most states reporIIIIIALI11±1:14!1q mor4121191210.__STli2Hiael

for sex e,q/aslittys&.nforriuitbutthereslationreardinwhat

happened once glans,

Although 12. of the

os ls and activities _ were reviewed.

selected states reviewed their State

Plan for sex equity , and 12 included a general commitment in

theirTlan, only 5 required Sh evaluation component on each

program which the states. funded to elithinate sex bias. Of the

15 states, 14 reported, with no detailed explanation of the

process- that they reviewed the distribution of grants to

assure the'needs of women were addressed and that the State

hffice.reviewed programs for sex bias.

Several states

staff to become awar

equity activitLes -,

were not reported.

-d that the- coursed the entire state

or sex

The Ma'or effor

E-uit Co-ordinators

and assume- res

e s eciffo acti ies which resulted

all4of the selecte1 states of Sex

in addition to monitor-- and reviewing,

was conductin: orksho and'seminars, and diseminating

related information. Additionally, 3 of-the 15 states reported

that resource packaged were developed to assist the local

education agencies in implementing, in-service training to

eliminate sex stereotyping.

In most cases Lan res onded to the uirements

the Federalre ulations however in onL a few cases did

the state at em

offer a s stem or method fok eliminatin

local level. ExamplpS of some attempts were,:? 7 of the 15

___ther and define its oblems o

sex bias at the

states had established a. State Advisory Couhcil on Sex Equity

and 4 required Local Advisory Councils to include members #

aware of problems of sex discrimination and bias.- While 14

states provided technical assistance to LEAa, only 3 utilized

the results of evaluations and action plans in determining

state priorities, 1 monitored complaints, and 2 made recommen-

, datiohs to LEAs on affirmative action. While 12 of the states

17
selected review-wara-ihvoiVed in developing and/or reviewing _ TItrriculUm, only 2 provided t'aining for curriculum personnel,

5-provided guidelines for curriculum

4 development and review,

and 6 had developed sexfair materials.

Many SACVEs t2Eyartici nt ublic heariu!ale_

Plans recommended that the state

to deal withssues. Nevertheless, only ajew

states allocated additional funds for programs, and many

states that allocated funds did T2Lt,cpend them. Of the total

funds allocated for sex equity programs (in addition to the

work of the Coordinator) in the selected 15 states, about 40%

were expended. An approximate one-third of the states indicated.

specifically that money had been allocated for grants but not

all of that money was actual,ly spent, For example: Idaho

allocated $5,000 for sex equity grants and Oklahoma allocated

$20,000 but neither reported expenditure of those funds. Texas

indicated that $169,133 (out of $628,059 allocated) was used

tofund exemplary and innovative programs. Alabama described

funding 14 moder programs in vocational education but no funds

were allocated specifically for sex equity. On the other

hand, New Mexico showed a budget allocation of $22,847 and

expended the same amount.

States rarely appeared to been influenced by recommendatious from SACVEs or from the State Plan ublic hearin

States generally responded that either: (1) they were eady

doing what is recommended, (2) they could not carry out the

recommendation because it is too expensive, or (3) theyilid not

have the state or Federal legislative mandate to address the

issueof-the recommendation. .This was particulary true in response to recommendations to fund daycare services. Many states

claiMed that they ,could not afford to carry out such functions,'

or that educational funds in that state could not be expended

for social services.

18
Tb2i!pact df the MERC/Q and the BOAE staff reports was

difficult to assess. One problem was that most of the states

that had a MERC/Q report were small in population, with no or

relatively small investments in sex equity attivity other than

the mandated functions of the Sex Equity Coordinator. Given

the format of the KERC/Q, minimal documented attention by a

state to each mandated hctivlty resulted in an absence of

findings of non-compliance. The format was less involved with

evaluating the quality of the efforts documented by the state

and their impact at the local level, than with basic compliance.

Pennsylvania was one heavily pOpulated state for which a'HERC/Q

toport was available. The MERC/Q contained many negative findings. regarding sex equity. The state had, however, allocated

additional funds for sex equity activities beyond the mandated

functions and had undertaken 'several projects to achieve equity.

The MERC/Q formAt did, not accomodate analysis of this additional

effort. Additionally, the MERC/Qs were consistent in the questiOns which were asked of a state but inconsistent in the evidence

of compliance which was found acceptable.

On the other hand, BOAE staff reports ad not consistently ask

the same questions of all the states,-but the comments they did

provide tended to address substantive and qualitative issues.

Bath thi MERC/Qs and the BOAE reports require improved performances,tandards if they are to serve better their intended

purposes, including the achievement of sex equity.

ANALYSIS AND FINDINGS FROM NATIONAL ENROLLMENT DATA

The vocational education enrollment data compiled by the Bureau of

ocrupational_and-Adult--EducatiOn -between 1972 and 1978 were analyzed for

thii study. These years were selected to provide comparable data for

the Years immediately prior and subsequent to the enactment oi the

19
Education Amendments of 1976. 2 All national enrollment data combine

secondary and postsecondary statistics; however, data for the Health and

the Technical training area can be considered as representative primarily

of postsecondary enrollment data.

For this analysis, a baseline of 1972 enrollments of women students was

used to develop categories of Traditional program enrollment, Mixed

program enrollment, and Non-traditional program enrollment. 3

(See Appendices for a list of programs classified in each of these categories.),

Analysis of national enrollment data, for secondary and postsecondary

students combined, resulted in the following findings:

Betwee 1972 and 1978 enrollments in all occu.ational training

areas increased b 44% h an influx over three million

.additional students-into vocational education the enrollment

increase was =neater men than or men. Between 1972 and

1978 the-enrollment of women in vocational-education increased

by 1.8 million (60% more than their enrollment in 1972). On

the other hand, the enrollment of men in vocational education

increased by 1.4 million'(32% more than their enrollment in

1972.)

2

3

National data for 1979 (1978-79 school year) were not available at the time the analysis was conducted. Additionally, sex designations

on enrollment were not collected by BOAE for the years I:973, 1974;

and only partial data is available for 1975. In this study, 1976

data for California were obtained from the state's vocational education agency because such data were not included in the BOAR statistical

report. The 1978 data reflect one year of implementation of the '76

Amendments.

In Traditional programs women comprise over 75% of enrollment;

Mixed programs are defined as those in which women comprise 25.1 to 75% of the enrollment; Non-traditional programs are those in which

women comprise 25% or less of students enrolled. These same catagories

when applied to enrollment of men can be developed to show Traditional, Mixed, and Non - traditional programs for them as well. Thus a program

classified in 1972 as Traditional for women would be Non-traditional,

for male enrollees. Once a program is categdrized based on 1972 enrollment, the designation is held constant for purposes of comparison.

2U
There was considerable variation in the extent to which the

increased numbersof students were distributed across the

seven occu ational trainin= areas and anion: the cate-ories of

Traditional Mixed- and Non7traditional. For example, in 1972

49% of men students in vocational education were enrolled in

Trade and Industrial programs, compared to 51% in 1978. In

1972, 60% of women enrolled in gainful occupational training

were participating in Business and Office programs, compared

with only 53% of women in 1978. In short, the concentration

of men in Trade and Industrial programs (which has traditionally the largest'percentage of men) has increased;

the concentration of women in Business anclOffice.programs

(which has traditionally enrolled the largest percentage of

women students preparing for gainful employment) has decreased.

This later finding above indicates that not only have there

been marked changes'sin the types of programs in which women

enroll (increasingly moving to selection of Mixed and Nontraditional programs), but also that such changes are especially

significant because of the large increase in actual numbers of

women in vocational education. The following analysis, comparing

numbers of men and women with the percentages of their participai, tipn in Traditional, Mixed and Non-traditional programs, amplifies

this point:

T aditional Programs. The increase of women's enrollment

in programs Traditional for women was 723,700, between

1972 and 1978, and men's was 145,400. In 1972, 65% of

all women students were enrolled in Traditional programs,

t dropped to 60% in 1976 and further to 56% in 1978.

Te enrollment of men in programs Traditional for women

increased by only 1% between 1972 and 1978.

It is important to recognie that the percentage decrease

of women enrolled in programA Traditional for women is

21

(1
not a decrease in the number of women, but rather a

decrease in the percent of all women vocational education

students who enrolled in Traditional programs, i.e., the

concentration of women in Traditional programs has been

reduced.

Mixed Programs. The increase of women in Mixed programs

between 1972 and 1978, 756,500,'was much greater than the

increase of men, 443,200The Percentage of women in

Mixed training rose 5 points from 29% to 34% while that

of men rose only 3 points from 20% to 23%.

Non - Traditional Pro ra The increase between 1972 and

978 of women's enrollment in programs Non-traditional

for women,.312,300, was much greater than men's increase,

"145,400, in programs Traditional for women." The percentage of women rose from 6% in 1972 to 10% in 1978. The

increase of men's enrollment between 1972 and 1978 in programs Non-traditional for women, 806,800, was the largest

rise in any category, but the percentage of men dropped 4

points froth 73% to 69%.

The above data indicate that although"there was an increase of women participating in programs Non-traditional for women, even greater num- bers of women en,e'lled in Mixed programs. Similarly, while there was a

slight increase in the numbers of men enrolling in programs which have

been Traditional for women, men had a greater enrollment increase in

the Mixed programs, and made the greatest enrollment increase in pro7

grams Traditional for men.

Within the increase of women in Non-traditional programs, several other

trends exist. First, examination of the occupational training areas

indicates that women's increased enrollment in Non-traditional programs

has been'greater in Technical and in Agriculture programs than in Trade

and Industrial, during the period 1972-78. Second, although the national

22
enrollment data in this study combine secondary and postsecondary vocational education, previous studies have found that there have been

significantly greater increases in adult women's enrollment in Nontraditional programs through postsecondary and adult education than in

high school women's enrollment in Non - traditional programs.

4 Third, in

Trade and Industrial programs that are Non-traditional for women, their

enrollment percent increases were in courses without a strong sex role

image, such as drafting, law enforcement (as opposed to police science)

and graphic arts; rather than.in courses that have a strong male role

image such as construction, auto mechanics or machine shop. Fourth,

there have been increases in actual numbers but not percent: of women

enrolled in courses that have a practical or hobby connotation, as

opposed to one of preparation for employment (e.g. auto mechanics and

woodworking for women or consumer and homemaking for men.)

ALYSI8 A FINDINGS FROM SELECTED STATE ENROLLMENT DATA

The appendices to this study contain tables of the percentage of women

enrolled by Traditional', Mixed, and Non-traditional categories for the

years of 1972, 1976, and 1978, within the seven occupational training

areas -- "Agricultural, Technical, Trade and Industrial, Business and

Office, .Distributive; Health, and'ConstiMer, and Home Economics (Gainful

and Non-gainful) for each of the 15 selected states, as well as the

national percentages. The appendices also contain narrative analyses of

these data incorporating enrollment change in the detailed programs

where such changes have contributed to the enrollment pattern in the

overall training area. These analyses of the fifteen states and the

supporting data of related appendices resulted in the following findings:

Women in Nontraditional Trainin in Sec_on_d_ar Education

Rj Associates. Arlington, VA, 1978.

A Study of the FaCtors Influencin: the Partici ation of omen

in Nontraditional Occu ations in p_ostsecondar Area Vocational

Training Schools Rj Associates. Arlington, VA, 1977.

23
There were substantiall =reater increases in the ercent of

women enrolling in Non traditional -o rams between 1972,and

1976 than between 1976 and 1978 even considerin that the

second time e-iod is oni half as lo as the first.

Most of the increases in women's enrollment in Non - traditional

programs have occurred in Agricultural

Agricultural Mechanics and in the Trade and industrialiaragm!

without a strong sex role image. Even in California which had

the greatest increases in the percent of women students enrolled

in Non-traditional programs, the increase of womenin courses

with a strong male role image was still relatively small.

Althou h there was a substantial increase between 1972 and 1978

in the percent omen enrolled in Non-traditional Technical

!2grams,-theratepfincrease leveled c er,1976 in some

of the states, and in some cases decreased b 1978.

A total of 8 of the 15 selected states had increases of less

than the national -ai-_ women enrolled in Nontraditional Trade and Industrial pro rams between 1972 and

1978. Of those 8 states, 6 remaine below the national average

of women in Non-traditional TO pro rams in 1978: Alabama,

Georgia, Idaho, New Hampshire, New Mexico, and Ohio. The

other 2 states had only minor increases in percent of women

enrolled in Non-traditional TO programs but remained slightly

above the national average in 1978: Florida and Oklahoma.

Two states had substantial increases in the percent of women

enrolled in Non-traditional TO programs, but continued in

1978 to fall below the national average: Pennsylvania and

Texas. Oregon data indicated no increases (-0.3%); however,

in 1978 the state was still above the national average percent

of women enrolled in Non-traditional 'MI programs. New York

.increased 7.2%.between 1972 andf1976; however, the state data

reflected-a substantial decrease, falling below the national

24
average, by 1978.5 Only 3 of the 1 states studied reported

marked increases in percent. of women enrolled in Non-traditional

TO programs and were above the national average in 1978:

Califorinia, Illinois and Wyoming.

Commentary

Based upon the data and information compiled during the conduct of this

phase of the study, several paints appear appropriate for additional

comment and attention. The two most important changes for women in

vocational education have been:

The ra exansion in enrollment of women between 1972 and

1978

The-shift of women's concentration from Traditional programs

to Mixed Rrograms. Although progress was made in the increased

enrollment of women in Non-traditional programs, increases were

comparatively slight -- the progress has been slow.

There was not necessarily a correlation in the states between an increase

in Non-traditional enrollment by women and the sex equity content of the

State Plans and Reports. Somelstates detailing sex' equity plans did not

show enrollment changes; others with little specificity did have enrollment changes. Where State Plans required goals and timetables plans

from the LEAs for increasing sex equity, and specific assurances from

the LEAs that such lans will be achieved, thereppearsto have been

a concomitant increase in the number of women enrolled in Non- traditional

to :rams

equity.

there were indications that there was py_ose_ss in sex

This shift in New York was due almost totally to the state's use

of a "Trade & Industrial Other" program classification. This is a

"catchall" classification and may be markedly affected by the

programs offered in the state. In all other Non-traditional programs

New York showed continued` gains in women's enrollment.

25
It appears that the greatest increases in women's enrollment in Nontraditional rams occurred in states where a_true ElAntliagr12cfA

occurred, i.e. , where detailed laps for the eradication-of identified

problems were formulated and_where efforts to achieveAulifxtended

beyond a yerbia e of the 1 islation and ulations.

The greatest gains were in California, and to some degree in New York,

where planning systems to achieve goals and timetables were established;

where monitoring syst6ms were established; where funds were committed to

establish sex equity programs; and where efforts were made to utilize the

entire state staff to address sex equity issues.

Based on their state reports, major efforts dearly were mounted in

Texas and Oklahoma to achieve sex equity. The former state was so far

below the- national average in 1972 in Non-traditional enrollments that,

although marked improvements were indicated by the data, it remained

below the national average ia 1978. The Non-traditional enrollment of

women in Oklahoma. also continued to remain below the-national average.

Yet both Texas and Oklahoma had State Plans which were clear, practical

and required assurances from their LEAs. Additionally, Texas established

specific goals and timetables by occupational training area and by

school level (secondary, postsecondary, and adult).

In summation, the detail provided in the State Plans regarding implementation of the sex equity provisions varied, and sometimes correlated

with improved enrollment patterns. It ears that the achievement_of

11giiiqj-mnotonl- the commitment of ma r fundin but also

the establishment of an entires-stemthatretellasencoura-es_

such planning rit

26

III_ ANALYSIS OF RESEARCH STUDIES

The Vocationa Education Amendments of 1976 mandate national

the impact of the legislative-provisions.

equity are: (1) a

tion of the extent

discrimination and

assisted under the

Two which pertain

study to be conducted by the Commissioner,

studies of

to sex

of Educato which progrss had been made in eliminating sex sex stereotyping in all vocational education programs

Vo6atiodU1 Education Amendments of 1976; and (2) a

study to be conducted by the National Institute of Education of the

impact of the 1976 Amendments, which vas later designed to include sex

equity issues.

Three volumes of the Commissioner's study, reported as The Vocational

Education E uity_ltRily1 prepared by American Institutes for Research

(AIR), were-reviewed for this study. In this section of the report,

Volumes 1 and 2 are summarized. A summary of important findings r.

from Volume is in the appendices

The National Institute of Education studies are not yet complete and

data collected for the studies were unavailable for review; however,

The P'_dnnin= Paters for the Vocational Education §tudy, 2

a preliminary

document from the National Institute of Education, contains a examination of four major national longitudinal surveys of American youth

conducted within the past twenty years. This data sythesis is also

reviewed in,the following section.

American Institutes for Research, The Vocational Education Equity

SpAili Volume 1: The Primary Data, LaUrie R. Harrison, et.al.

April, 1979; Volum& 2: Literature and Seconder Data Review,

JoAnne Steiger, eta_l. March, 1979; Volume Case Studies and

Review,

Promising Approaches, Jeanette D. Wheeler, a.al. Palo Alto, CA,

March, 1979. 1 The National institute of Education, The Plannin= Pate or the

Vocational Education Study, Publication No 1, "Effect of Vocational

Education Programs: Research Findingsand Issues," John T. Grasso

and John R. Shea. Washington DC, 1979.

29
THE VOCATIONAL EDUCATION EQUITY STUDY VOL- 'THE PRIMARY DATA

From data and information collected during the Fall of 1978, two years

after the legislation but only one year after the implementing regulation

was published, the study reported the following findings

State Level Ac ivities

Two thirds of the state Directors of Vocational Education and

the Sex Equity Coordinators reported that their states were

implementing the following four activities:

Reviewing grants made by the state to ensure the

needs of women are addressed;

Gathering, analying, and disseminating data on the

status of men and women students and employees;

Systematically reviewing all vocational education

programs'in the state for sex equity;

Assisting local agencies to expand opportunities for

women. Personnel in slightly more than a third of. the sta

r

es reported

funding or sponsoring activities to create greater awareness

of inequit4s and nontraditional options, or to provide

special job development, placement, and follow-up services for

nontraditional students.

The activities which appeared to be receiving the least attention, and for which the gteatest percentage of state Directors

reported no implementation plans were:

Some inconsistencies on similar questions are evident among esponseS

received from state, district and/or school level personnel; data Ore

reported here as contained in the original study.

30
Monitoring the mplementation of laws prohibiting

sex discrimination in-all hiring, firing, and promotion procedures at the local level;

Community liaison activities to improve opportunities

for women;

Assisting employers to improve opportunities for

women. In general, staff at the state level reported little involve

ment in local l&vel staffing matters. Only one Coordinator

reported that incentives were being provided to schools to

acquire or promote staff in occupational areas which were not

traditional for their sex.

Of the activities specified in the legislation, Sex Equity

Coordinators reported that on the average they were spending a

quarter of their time creating awareness prograMs and activities

designed to reduce inequitites. At the time of the AIR study,

they felt that these were the most useful activities for

achieving sex equity in their states.

'District Level Activities

Local Directors of Vocational Education and of Guidance and

.Counseling reported that LEAs were placing their greate'st

effort on monitoring laws which prohibit sex discrimination in

staff hiring,firing, and promotion and on ensuring male and

finale representation on all Local Advisory Councils. Close

to two-thirds reported that these activities were being implemented. HoweVer, these activities had not resulted in a more

equitable distribution of men and women in vocational education

administration positions at the LEA level. There still was a

predominance of men who were local Directors of Vocational

Education (90%) and local Directors of Guidance and Counseling

(70%).
Approximately two-thirds of the LEAs . were reviewing funding

practices to assure that guidelineslegayJing sex equity were

.,_. .. : carried out.

LEAs'were considerably less involved in research, evaluation,

data and a dissemination activities than in review

and monitoring activities.

The LEA Directors were asked if their agencies had conducted Title IX

self-evaluations that included vocational education. Over 70% of the

responding Directors indicated that they had impleme red or completed

reviews or all programs for sex inequities, and reviws of admission and'

recruitment policies andpractices. Less activity had been carried out

on t e review of curriculum materials for..sex inequities. Fifty-five

percent of the responding Directors indicated implementation of curriculum

reviews; however, almost 40% had initiated very little orno activity:

The Title IX reviews of vocational edu-eation programs, reported by a

majority of LEAs as already implemented, had had little effect on student

enrollment. Enrollment continued to reflect traditional enrollment

patterns.

Personnel at postsecondary institutions (40%) were more likely than

personnel at secondary schools (15%) to have undertaken activities to

reduce sex inequities in staffing patterns.

In general, according to LEA Directors, school level activities were "informally implemented." Thirty-eight percent of the LEAs had implemented activities to make students aware of non-traditional options.

Although 24% of the LEAs had, mplemented day care and 22% had imple-.

merited community liaison activities, over half had no plans to carry out

these fundtions The percentage of LEAs undertaking student or communityoriented activities was generally smaller than the percentage undertaking'

data collection, monitoring, and-review activities.

32
Activities of.Counselors and Teachers at he School Level

Sixty-three percent of-the counselors reported that programs

to encourage non-traditional enrolithent were being formally

and informally impItMented;-

Approximately 47% of the counselors reported that their LEAs

were implementing programs to alert students to inequities and

were making special guidance services available to nontraditional students.

Twenty-two percent of the, counselors reported that their LEAs

were engaged:in community liaison activities. Twenty-nine

percent reported they were providing day-care services.

Instructors and counselors reported efforts to encourage students to

enter non-traditional programs; 27% of.the instructors and 37% of the

counselors reported formal implementation of this kind of activity at

lthe school level. However, approximately 39% of instructors and 22% of

counselors reported no plans for or- knowledge of programs of this tyPe,

-%

Approximately 36% (sic) of instructors and 18% of counselors reported

formal preparation for special job. development or placement programs,

while approximately 50% of both groups reporter; no activity,: At a

maximum, a little more than a third of the schools were actively sport -'

coring programs for students.

Oily 13% of both instructors and counselors reported that their schools

were sponsoring programs for employers or community organizations to

make them aware of problems of inequity; almost three-quarters reported

.no plans to do so. Approximately a%quarter reported implementing special

guidance and counseling services for non-traditional students; approximately 14% reported that day care services were being provided. Mus,

little student or community - oriented activity appears to have been

taking place at the 'school level.

33
.Suniorcolleges and technical institutions appear to have been making

the greatest effort to achieve sex equity, and comprehensive high schools

and vocational high schools the least.

Percep_qpns of Sex Eqniy_EI2blems and ProgEse

A quarter to a third of the respondents at the state and local

levelS of thb educational system generally agreed that rules

denying admission to courses on the basis of sex, unwritten

understanding that some courses were for males and others for

females, and teacher reluctance to have non - traditional students

in their courses had all changed for the better in the past

five years. Yet., unwritten understandings and teacher reluctance

to have non-traditional students in their courses were generally

indicated as most in need of further change.

Vocational educators at all levels indicated that community

attitudes and values presented the major constraint to sex equity in vocational education. Constraints emanating from

parental attitudes and influences were the second most commonly

mentioned constraint.

Representatives of outside organizations and agencies inter

viewed. were critical vocational education's efforts to

address' inequities. Impediments to change within vocational

education were thought to be the predominance of male instructors and administrators, and stereotyped materials. In general,

the representatives of outside organizations felt there must felt

be stronger enforcement of the legislation pertaining to sex

equity.

Approximately 25% of all respondents (state and local sta

plus outside respondents) felt it was justifiable take the

sex of a atudent into consideration when determining the type

of work-study, cooperative :education, or job placement that

das aicanged. However, few individuals at any level felt

34
there were circumstances in which inequitable classroom

assignment were justified.

It is importaht to note that. state staff indicatf2d higher levels of

implementation of review and monitoring activities than of activities

designed for students (which were felt to be most effective by the

greatest number of state staff). Encouraging male and female represen-

.- tationOn Advisory Councils was perceived by the greatest number of

individuals to be least effective. There appears to have been an

inconsistAcy between those activities which states were emphasizing and

those activities which were felt to be most produCtive.

State Impact on School Activities

School level activiti_ that appeared to be most closely associated with

those at the state level were awareness efforts and support activities

for studentS. Furthermore, monitoring/review/data collection, which

represented the bulk of state level activity generally had the highest

correlation with the indicators of activity at the school level. This

is significant because it represents an important linkage between state

and school: i.e., the_more attention the state paid to what the school

was doin the more the school tended, to do.

Schools that made a concerted effort to enroll non-traditional students;',

to assure sex equity in student programming, and to eliminate discrimination in employment were also those in which enrollment of women in

non-traditional training was highest.

In sum, those schools wither activit indicators seemed also

have been those with h' her non-traditional enrollments. There were ,

more significant correlations with non-traditional female' enrollment

than with non-traditional male enrollment. However, those indicators

reflecting activities aimed directly at students also correlated- significantly with non-traditional male enrollment.
Conclusions of Volume 1

The two conclusions of Volume 1 most relevant to this study were:

A concerted effort must be made to identify and disseminate

exemplary programs and strategies for overcoming sex inequities in vocational education.

At the time of the study there were few examples of successful

efforts to reduce sex inequities in vocational training programs. It is of vital importance that information on successful strategies be disseminated to the widest possible vocational

education audience.

There must be considerably more emphasis at all leVels on

activities -designed to overcome inequities, in addition to the

monitoring and reviewing designed to discover such inequities.

The need for efforts to overcome inequities is a major theme

throughout the legislation. However, the prmary. form of

activity observed consisted of reviewing and monitoring -- activities which are pasSive in nature. Corrective action is

needed to overcome inequities discovered. States, local

ethication agencies, and schools must be provided both with

incentives to act and with examples of successful approaches.

Data from this study revealed that schools which Made'major

efforts to addressinequities had a higher proportion of

non-traditional students.. Concerted efforts, particularly

those which. directly.involve student are crucial in reducing

inequities.

A

36
THE VOCATIONAL EDUCATION E UITY STUDY, VOLUME 2,

LITERATURE AND SECONDARY DATA REVIEW

This volume cited studieX undertaken-prior to the enactment of the Vocational Education Amendments of 1976. The studies indicated that, by and

large, the schools had served.to reinforce the sex stereotypes of the

larger society. Girls had been reinforced to develop "feminine" behavior

patterns and prepare for lives as wives and mothers, not as wage earners..

When girls enrolled in courses to'prepare for gainful eMployment, they

concentrated in traditionally female field3. -Several studies suggested

that girls got little encouragement from counselors to take non-traditional

courses.

Attitudes Toward VEA '76

One relevant study cited was Dykstra (1977), which'investigated the

attitudes of vocational educators in Colorado towa Amplementation of

the sex equity provisions of the 1976 Amendments, and their level of

agreement with each of the requirements. Sixty-six percent of the

instructors, 57% of the local Directors of Vocational Education, 38% of

the teacher educators and 28% of state staff disagreed with the provision

that set aside $50,000 for sex equity personnel at the state level. A

majority of respondents disapproved of the provision of day care for

children of students at the secondary level. They also disagreed with

provisions of vocational education programs for displaced homemakers;

however, 73% agreed with the required review 1 the distribution of

grants to assure that the needs of women are addressed. In general, the

state staff were more supportive than local:staff

Need for Research

the new legislation

A need for further research i.n the following areas was cited: (a) the

course entry process; (b) training in school; (c) placement of students;

37
and (d) the attitudes and behaviors of administrators, teachers,,,coun-

. selors, and parents, as well as students.

_ THE authors maintained .that studies generalized. :about vocational expec7

tations and achievements based on examinations of college graduates,

although halfthe population does not go to college,'. and far more than

half does not complete college. The working class woman and her

relationship to the eccupationai world was conspicuously absent from

existing research literature (Roby, 1975).

The meaning of work to working class women needs to be explored. They

are presumed tohave low motivation and career interest, deipite the

fact that from an early age most expect to work a good part of their

lives.

PAPER ON EttECTSOF VOCATIONAL EDLICATIWPRODRAMS;

SEARCH FINDINGS AND ISSUES

This paper, contained in The Planning:Papers the Vocational

Education Study, issued by the National-Institute of Education,reviewed

ana synthesized data compiled through major national logitudinal surveys

assfdllows: .Project Talent, (1950); "Youth in Transition, (1968); the

National Longitudinal Survey (of Labor Market Experience), (1968); the

Longitudinal Stud of Educational Effects (also known as the National

Longitudinal Study of the High School Class of 1972).

The methodological shortcomings and dates of these studies affected

their findings. The number of women gracbiltes fiom occupational curricula other than business and clerical was too small to permit conclusions regarding the, effect of their high school programs on .later

employment.

38
Jobs Sought

The studies. reiterated women's segregation in occupationally stereotyped

courses within all three curricula: college preparatory; general, and

vocational education.

According to Grasso and Shea, these 1968 National Longitudinal St4vey

data are not out of date. A 1976 Gallup Youth Survey found that women

retained occupational goals similar to those held by students in the

1960s. For example, the top career preferences of teenage girls still

included: secretary, teacher, nurse, social worker, and hairdresser,

among. others. The only difference reported (Prediger, et.al., 1974) is

that the proportion of high school girls who expect to work outside the

home had risen over the decade,.

Wages.

The authors found thatin,contrast to the results for men, the evidence

indicated that vocational education for girls in high school strongly

benefited them later in the labor market. However, unexpectedly, it was

found that the wage and earnings statistics demonstrated that the benefit

in wages was in sex-typed occupations. This may have resulted because

only the buginess and clerical course had enough women students for

separate analysis.

Conclusions of the Paper,

Grasso and Shea suggested that those who criticize vocational

programs on the basis of.oCcupationalex-Segregationshould

carefully reconsider-the alternative occupations available to

the average young woman.

Subsequent studies,have noted that massive changes-occurred. in the

attitudes and ispirations.:of young females relative to work, education, and childbearing. For example, only 25% of females surveyed

in the 1979 NLS reported that they wanted to be exclusively homemakers at the age of 35. This is a decrease of 35% since the 1968

NLS. (Bonus, et.al., 1979.)

39
The results suggested that women working in non-sex-typed jobs

were not necessarily better of than other young women. The

effects of holding a traditional job varied by level of schooling

and by race, but apparently those with-less than a baccalaureate

degree had a financial advantage working, in a sex- yped job.

Commentary

The._Primary 1L, TheVocatioliait.-Stud-- by AIR

and Section II, Analysis of State Reports and National and State.Enrollment Data, of thiS current study for the two Councils reflect similar

findings regarding conditions,in the state and local education agencies

and provide some insights which may be nsefulJn considering where the

vocational education legislation may be strengthened,for improved implementation.

On the other hand,,the Literature and Secondar Data Review Volume 2-of

the AIR study, because of the dates of studies reviewed,' merely redefined

. the conditions that the sex equity provisions oi the legislation were designed to correct. Therefore, Volume 2 provides only limited insights

regarding the impact of the new mandates and provisions.

It should also be noted that the research.by AIR was conducted only one year after Federal regulations for implementing VEA '76 were issued--

regulations were published in October 1977; and the data and information

collection are from the spring of 1978. Caution is warranted since the

changes reflected in the field at that time more likely resulted from

the implementation of Title IX legislation than from the sex equity

provisions of the Education Amendments of 1976. Likewise, more recent

changes as a result of VEA '76 are not reflected in these early data.

The paper on "Effects of Vocational Education Programs: Research Findings

and Issues" attempted to examine national longitudinal studies for their

relevance to vocational education even though none reviewed was originally

40
.designed to analyze vocational education. Consequently, the studies!

employment-related data are inadequate for drawing precise conclusions

on vocational education. Additionally, the samples contained in the

i studies are outdated - the oldest of the studies, Project. Talent,

collected data in 1960. In the interim there has been "subtle revo-7

lution" in the work patterns of women, markedly-affecting their training

for work-as well. The Grasso and Shea contention that conditions had not

changed for women since the 1960s cannoebe. validated until further

research has been undertaken. The conclusions drawn in their study,

however may:be' relevant to the consideration of the teed for changes in

vocational education legislation.

41
1
IV: _IEEMINGS

Approximateiy SO persons from 21St4tes partiCipated in the Councils'

two public hearings on sex equity :in vocational education held in May,

1980. The hearings, designed to gain.the perspective-of individuals and

groups affected by the sex equity provisionS and those responsible for

implementing or monitoring the legislation, were held in New York City

(May 8-9) and Denver, Colorado (May- 15-16). Witnesses werezinvited to

present testimony before members of the two Councils, and at least one

member of.a State Advisory Council on Vocational Ediacation

ORGANIZATION AND CONDUCT' OF T HEA INGS

T regional design.of the hearings -- one in,the East and one the

Wes - was .based upon prior studies which found that the participation

of wo -en it non-traditional education varies by the region of the country,

size o metropolitan/rural location, by age and by racial/ ethnic group.

1 The assum Lion was that, although the broad legislative issues raised in

the two loCations.woula be fjmilar, the variables-affecting service

needs of worm nand the adminiStrative tacks of service delivery would be

different.

\ The two hearings were publicized through public noticesomedia and

letters to,a widegge of organizations and associations concerned with

sex equity issues, encouraging them to attend the hearings and participate

A the discussions and/or submit written testimony. A wide variety of

,

A Study of the Factors InfluencinglhParticipation of Women

in Non-traditionalOccionsin Postsecondar Area Vocational

Schools, Rj AssbtliteS. Arlington, VA '1977.

Rural Women in t tsecondary Vocational Education, Rj Associates.

Arlington, VA, 1978.

Trainin

Women in Non-traditional Vocational Education in Secondary Schools,

Rj Associates. Arlington, VA, 1978\

45
knowledgeable indiViduals were invited to address key issues of concern

to the Councils; additionally, evening-sessions provided opportunity for

the Councils to hear from other persons' who wished to present testimony.

A panel format for the hearings enabled the Councils to receive:testimony

focusing upon issue areas; witnesses presented testimony individual

followed by group discussion and interaction with the Council members.

Each hearing began with a panel presentation of "State Profile" -- an overview of the progress of one state in detail-(in'theEast).or several

(in'the West) in implementing the sex equity piovisions of the

Federal legislation, The second panel at each hearing focused on the

"Perspective from Persons Outside the Vocational Education System" with

an emphasis on testimony from organiiations concerned with sex equity

issues: The third panel in the East concentrated on the "Special Needs

of Minority Wome.;", in the West the third panel directed its attention

to the role and functions of the Sex Equity Coordiators. The fourth

and final Eastern panel examined "Supportive ServiCes/Innovative Programs;"

the Western, "Postsecondary Vocational Education and Ditplaced Homemaker'

Programs."

\ An evening panel in the West also addressed the "Special

Needs of`.Mi,nority Women."

X"Roundtable-Discussion" on the implications of the testimo

legislation closed each hearing. This session enabled Council members

to discuss with the witnesses the issues raised during the hearings and

related concerns. It also provided!an opportunity for others present. to

question witnesses and Council memo, -1 and to discuss the issues.

SUMMANY OF-TESTIMONY

Witnesses addressed the full range of issues of interest to the Councils:

funding, the focus on sex eq y, special need,s.of women, postsecondary

education, the role Sex'Equity Coordinators, the utility of public

hearings on State Plans, attitudes and training of vocational education

personnel and the,impact of related legislation; additionally, they

46
oraised several other areas of concern: services and programs for diiplaced

homemakes, the needs of minority and adult women, attitudes of parents

and peers, concerns that sex equity include accessibility fo: both

sexes. The role of Federal legislation and government in licational

education, curriculum, and texts, and the problems associated with

changing attitudes were covered. .There was discussion of programs,

= . sxiccessful efforts, and barriers to the progress of sex equity.

This summary synthesiies the comments, information, and detailed

statements of witnesses on issues. It is not intended to be an

exhaustive review or replication of testimony, but rather a focus on

the substantive points of testimony and written statements received.

Federal Role

"The Vocational Education Amendments of 1.976

not only outlawed discrimination in vocational

programs, but also mandated active efforts to

reduCe sex bias and stereotyping.. It is this

, area of affirmative action that the new Federal

vocational education amendments need to address

, once again with renewed strength and commitment.

The new OCR Guidelines for Vocational. Education

are an encouraging sign that equity in voc-ed

is a national priority. Adequate staffing and

accountability procedures at state, local, and

Federal levels, however,. must be provided.to

ensure that these new guidelines do indeed

support the full. implementation of the 'spirit'

as well as the 'letter' of the law."

Sex Equity Coordinator

Many witnesses, expressed concern that the ,law is too vaguely written.

some caSea,:the"letter of,the law" or*the minimum requirements are

being met without any significant progress toward equity. The problem

is twofold: (1) .the legislation is not flexible enough to allow the

various administrative and service functions within the vocational:

education delivery system to operate accord to the different structure

7
of the states and localities; and, (2) the leniency of "may" versus

"shall" language leaves little\opportunity for accountability and

enforcement of the sex equity provisions.

Serious concerns were raised, especially at the New York hearing, regarding whether the current vocational education system was precluding

the equity and upgrading needed by women and whether fundamental changes

would be required in order to assure equal access. While most of the

witnesses stated that their respective states met the minimum requirements

for sex equity, few cited examples of Atatejnitiative to assure that

_ the intent as well as the letter of the\law was enforced. For example,

through the hearings only two states. (NeW York and California) were identified which had required LEAs to meet specific sex equity requirements as a condition of funding.

Witnesses suggested that, as a minimum, mandatory language be included

in the reauthorization to require:` sex equity invocational . guidance

and counseling; services for displaced homemakers; curriculum revision,

to eliminate sex bias and sex stereotyping; sex equity training and

pe=sonnel development for administrators, teachers, and counselors; day

care program's; and assistance to women in preparing for and obtaining

non-traditional employment.

Concern regarding the Federal role extended beyond the. reauthorization

of vocational education as arsingle piece of legislation and-suggested'

the need for broad legislative coordination to achieve sex equity

"There, have been many important efforts to

provide for improved coordination at the

Federal level in the area of education/ work.

Interagency coordination is taking place . Two major national advisory. councils have

joined forces to hold these hearings . Next

year will provide an extraordinary opportunity,

for furthering a coordinated approach if, as may benthe case,Ivocational education legislation

is reauthorized along with the youth programs

of CETA (the Youth Employment and Pemonst_ ion

Projects Act, or YEDPA), and in conjuncti

with the new Administration proposal. As the

:41

48
broad issues of education /work are addressed,

specific approaches should be identified for

meeting the needs of special populations in a

comprehensive and coordinated'way at the Federal

level."

Legislative Analyst for a National

Organization of States

Witnesses generally agreed on need for linkages betwec.. vocational

education and other work/education agencies. The Comprehensive

Employment and Training Administration (CETA) 2nd the Office for Civil

Rights (OCR) were mentioned repeatedly as agencies which should have a.

close working.relationship with vocational education.

One witness suggested that a mandatory sex equity component should be

built into all Federal legislation. It was also suggested that the

Vocational Education Amendthents could require that-teams of equal

education opportunity compliance officers and technical assistance

specialists be formed in every state agency and available in adequate

numbers and levels of poi)Jions to have the clout to enforce the OCR

guidelines at the state crA local levels.

Sp_c_ial Needs of Women

Supportive services is one of the Options the legislation leaves to

state diseretion -- such-services might include childcare,

transpo\rtation, and attention to the needs Of displaced homemakers,

_minoritj women and adult women.

Child Care:.

The crucial need for adequate, affordable child care services was

addressed by a number of witnesses, as was the need for:legislators

to recognize that child cate.is'essential and clearly related to

employment. Witnesses stressed that in order for vocational

education to reach women efforts must be made tcrensure that hey

49
remain in school. One witness pointed out that the dropout rate

for stAents entering the ninth grade in the New York City public

schools is 45%, that pregnancy is the mz.jor reason for dropping

out, and that about 80% of pregnant teenage dIp!?outs never return

to school. Nor is the problem confined to urnau areas; Maine has

the highest ten.-ge pregnancy rate in the nation.

There is an extreme shortage of day care for children under three

years old. New York City was cited as an example; there are Only

eight centers for infants in the ity, five in Brooklyn where they

are inaccessible to much of the population. Inability to find

affordable infant care is a problem especially for teenage parents.

"In a kind of oversimplified way and as absurd

as it may sound, I would say that the special

needs of minority women as they pertain to

vocational education are, first and foremost,

birth control and adequate childcare."

Dean of Continuing and Adult Education and

Chair of a. Commission on the Status of Women

Despite the great need for child care services, only one state

represented (New Mexico) indicated that day care services were provided through vocational education funds and this through a joint training and service project. In Oregon, the LEA decides

whether to fund _daycare.

Although witnesse stated the need for Federal attention to day

care, they cautioned that the approach to child care must be

flexibile. Regulaionnjof CETA and of many state departments of

public welfare reqUire that ehildrc 1,e placed in a licensed day

care center. Unfotinnately, these centers are "day" care programs

and are not avallabie.'for evening adult education students. Provisions

allowing women to Pay their relatives and neighbors for child care were suggested as a means of dealing with the time problem as well

as the shortage of.available centers.

50
Transportation

Accessinil ty to vocational education is often impeded by transportation problems, a particular difficulty for low-income women.

A Denver hearing witn whose program includes job placement as

well as vocational education, noted that the costs of either owning

an automobile (payments, repairs, gasoline) o r using public transportation (not always available) to reach school or work have

affected the program's ability to serve women. Often the problem is

compounded when children must he transported to day care centers as

well. Rural women, as well as men, often have no access to public

transportation and a witness from Colorado noted that only one city

that state has even limited public transportation.

Dis-laced Homemakers

"Most displaced homemakers need vocational

services. Most are unprepared to enter the

occupations in which there is a real demand

today. Vocational education funds coordinated

with state and CETA funds could address these

needs beautifully. A small beginning has been

made. But thci-e is a great dal yet to do."

Director of a Displaced Homemaker

Program

Currently, only two legislative acts include displaced homemakers

among those eligible for funding in employment and training programs:

the Educational Amendments of 1976 (vocational education programs

for displaced homemakers and other Special groups) aid the Comprehensive Employment and Training Act Amendments of 1978:\Bome

states have passed-legislation to assist displaced homemakers while

other states have provided little or no money for assistance.

Witnesses stressed that until very recently, the plight of the

displaced homemaker had not come to the public's attention and only

in the past few years have legislators become concerned about providing services to these women.

51
The displaced homemaker programs represented at the hearing presentedprogram designs that varied in services provided and funds available.

Most witnesses agreed that more support was needed from the community

and the legislature. One witness eApressed concern that vocational

education-money earmarked for special groups had not been used

becauSe no requests for proposals had been written at the state

level.

The testimony contained many strategies for program improvement,

expansion and development. Some of these have already been

incorporated into the programs and some were "think piecesj" they

include the following:

The term "displaced homemaker" is for some unfamiliar

and/or has negative connotations for employees and

students. One witness suggested that "career changers"

might be a better desc:iption..

More data are required to substantiate the existence and

needs of displaced homemakers.

Advisory committees should be established to monitor

expenditures of vocational education funds to insure

their appropriation to displaced homemaker programs.

Program personnel should develop working relationships

with vocational education staff at the administrative

level to coordinate efforts, provide- support, and conduct

joint planning sessions.

Off-campus displaced homemaker centers (as opposed to

centers at educational institutions) may provide a better

environment for women returing to school or work.

Non-traditional training should be made available through

displaced homemaker programs. A hands-on curriculum

could be used to introduce such training.

52
Special staif could be funded in college job placement

offices to provide job- referral and placement.

One witness felt the greatest need' is for synergism among.

the programs, the, development of a collective identity:

there is an enormous need for

collaboration and cooperation between.

all displaCed homemaker cpritets. The

centers whl.ch are community based

organizations andAhose that are hcused

in educational 'institutions exist for

the same purpose - to help the displaced

homemaker make the transition from

being traumatized to being made selfsufficient, as effortlessly as possible."

Program-Associate for a Displaced

Homemaker Program

Minority Women

Many of the issues expressed as being of particular concern to

minority women (e.g. day care, transportation, counseling) are

issues affecting all women, and minority men as well. Hispanic

witnesses discussed the need for outreach to minority peoples

through community based organizations; Black, Hispanic and Indian

witnesses cited the negative image of occupational education

programs in minority communities. These negative attitudes toward

vocational education are prevalent-,in the minority communities

whose students have often been stereotyped as scholastically unable

to compete in academic studies. This is particularly true in the

Black community. As a result, many minority youth are encouraged

by their parents to shy away from "shop" coursed and to get an

academic education which will prepare "'-em for\a white collar job.

"Specifically, there is a need to disseminate to

the Black Community the image of vocational \

education that elevates and places emphasis on the

advantages afforded one who receives both a sound

academic education plus vocational skill training."

Career Development Specialist ._ a Local. Education Agency

53
There was concern that vocational education work to eliminate

attitudes which cause Indians to be placed in courses based on the

assumption that they are "good with their hands" as a result of

beading and making baskets.

Difficulties facing Hispania minority'wowen were identified.

Witnesses at the New York hearing emphasized. the need for programs

designed to address unique cultural differences as a means of

encouraging the participation of minority women in vocational

education. In the West, again the hearing panel was told that

because of cultural differences many Mexican-American women were

reluctant to participate in non-traditional training. For nonEnglish or limited English speaking students who are preparing to

enter the work force there is a need to prepare teachers and

counselors better, and to modify curriculum. Cultural variations

were expressed:

"Indian women face a great deal of societal

.pressure to marry and bear children at an early

age. And the Indian mother has always been viewed

as the one most responsible for caring for and

raising the children. Her family and peers- tend

to value her skills in homemaking and child rearing

more than for any ambitions and abilities she may

have."

Special Projects Coordinator of an , Indian Education Program

"National programs and Federal legislation have

had an impact upon the status of black women;

however, it has notbeen significant. Black and

Spanish speaking' women are still at the bottom of

the ladder in every instance except unemployment.

According to 1978 Bureau of Labor Statistics

Report, minority teenage girls accounted for 34.5%

of the unemployment Population, surpassing even

black teenage boys."

Career Development Specialist for a Local Education Agency

54
In addition to the perceptions and values affecting minority

interestin vocational education, there was Concern for more

minority involvment in program. planning and monitoring. Advisory

Councils drew attention one witness expressed concern that o,e

Black woman on an Advisory Council does not mean there is adequate

minority representation, that the needs of Hispaaic and Indian

.women are very different. A possible improvement might be requiring

proportional representation of the state's minority population.

Adult Women

Again, for adult women, the issues of child care, counseling, and

transportation -were raised n regard to the postsecondary vocational

education delivery system. Witnesses stated that women tend to

make career decisions later in. life than men and suggeSted that

there be more emphasis on enrollment equity and program development

in postsecondary vocational education.

During the Eastern hearing there was considerable discussion of

the barriers for women seeking to enter ipprentideship programs and

non-traditional employment. Witnesses at the Western hearing also

cited a hack of action on, or even recognition of, the problems of

-age discrimination as well as sex bias. They suggested the needfOr changes wit' the delivery system itself, as well as the need

to prepare potential Workers to,be employed in occupations pre =.

dominated by the opposite sex.

Sexual harassment and abuse were cited as critical problems for

non-traditional employment and occupational preparation: and,

although no suggestions for resolving or dealing with these issues

were offered,by witnesses, many questionS were raised. If the

vocational education system trains women for non-traditional jobs,

will industry eirploy them? Can vocational educators influence

recalcitrant unions and contractors? Is there any way for vocational

educators to address:the sex discrimination and age discrimination

55
---(Zny trades continue to have upper age limits for apprenticeships

despite 1978 Department of Labor affirmative action guidelines

which permit their waiver) that women in adult education programs

will later encounter?

Curricula and Texts

"Textbooks continue to reflect '!tereotypeo j.ews.of

men and women, especially in the vocational areas where women are virtually nonexistent."

ex Equity Coordinator

"One woman role model can do more to effect change

than,100 planned activities. One woman to demonstrate the absurd nature of the present inequities.

One woman to teach, to demonstiate, to lead."

Administrator of a State Regional

Edudation Agency

The need to introduce student- to a range of career possibi tieS

through infusing sex-fair materials into the curriculum was expressed by

many witnesses. It was generally agreed that the curriculum should

include techniques that serve,to expand students' views of their

potential career options and expose them to women and men inmontraditional jobs.

WitneSSes suggested exploratory programs at the junior high school level

as a means to help 'students make better decisions in high school.

Additionaly, it was suggested that coordination between vocational

education and career education programs may be a means to ensure tha

non-sexist'career materials are infused into the curriculum at the

elementary school level.

56
Counselors ark Instructors

"Sex stereotyping is still a problem 'n most school

systems. Studies show that both male and female

counselors respond more favorably to female students

who select traditional career rkterests. . Very

few women are local vocational administrators or

instructors in the nontraditional programs, hence

few role models for girls to see."

Sex Equity Coordinator

Witnesses at both hearings agreed that more focus on pre-service and

inservice sex equity training for the instructors and counselors is

-needed because they affect the students' career and training choices.

Programs that help educators to examine their personal views and

attitudes regarding: vocational training and non-traditional work

opportunities for women are also needed. Witnesses suggested that

attendance of counselors and teachers at workshops or seminars on sex

bias should be made mandatory.

One witness pointed out that even though funds are available to acquaint

guidance counselors with changing work patterns and sex equity requirements, there is little change because the funds are not used. Many

counseling departments do not give high priority to sex equity issaes;

therefore, girls are not fully informed of their career options and, in

many instances, are steered away from traditional male cous such as

math and science. Without a background in math or science, girls are

unable to meet requirements for entry to a majority of non-traditional

training programs.

Vocational education funds are also available for in-service training

for vocational education teachers and other staff members to overcome

sex bias and stereotyping.,-, However, the experience of many of the

witnesses was that instructors are resistant to most programs and

activities that deal with changing their attitudes. Another factor

which deters instructors from taking additional training is that in

some states certified vocational instructors are not reydred to take

57
additional course work or training in order t.4 continue teaching. One

example is New York State where 70% of all vocational teachers are

permanently certified, 100% °fall home economics teachers are female,

and 98% of the industrial arts teachers are male,.

Other witness suggestions included:

Vocational apt

sexism.

ude tests should be examined for inherent

Principals, school board administrators, and certification

committees should require in-service and pre-service sex

equity training for instructors and counselors.

More bias -free guidance materials should be developed.

Women instructors should be recruited and trained to teach

non-traditional coursesCounselors should develop support systems for girls in

non-traditional courses. Of Len girls participating in these

courses are subjected to sexual harassment.

Public Hearings.

The Federal legislation mandates public hearings as part of the

development of each State Plan for vocational education. Although this

mandate was not designed:solely to achieve sex muity, it does theoretically present the opportunity for the special needs of women previously,

noted.in this section,las well as other sex equity issues, to be heard.

The potential is for individuals and groups to state their concerns'

about existing and planned vocational education pr4rams, and to have an

impact on the State Plan before the state receives Federal funds.

58
Several of the individuals and organization representatives outside

of the vocational education system testified on the public hearing,.

Process. Their attempts to monitor and review State Plans and their

testimony at the mandated public hearings had shown a mixed effect on

the State Plan. %One-witness' experience was positive:

"It is my conclusion from our experience

recommendations will be implemented only through

the commitment of the top administration. At the

same time, the top Administration will not be able

to commit itself to implementing recommendations

which are n2vet made. Because the recommendations,

and report of the (State) Commission for Women were

available at the time that he took office, (Deputy

Secretary of Education) was able to move rapidly to

implement policies reflecting our concerns."

Chair of a State Commission for Women

Other witnesses Stated that their comments and recommendations at public

hearings had had only limited effect; many felt their testimony had no

impact or only very minor Ampact on implementation of.the sex equityprovisions. Another questioned the whole process:

"Vocational education should. be initiating and doing,

not responding."

Director of a State Commission for Women

Witnesses cited the following problems with the public hearing process:

insufficient time to review State Plans (some Sex Equity

Coordinators also expressed this concern);

women's groups and others who may be interested in sex equity

issues are not aware of the public hearing process;

groups that have testified repeatedly without seeing positive

results may not feel it is an effective use of their time;

59
citizens often find the langrage of the hearing materials

confusing.' One witness. stated:

"It is difficult to understand the system,

and I think they like it that way."

Director of a Commissionn on the

Status of Women

Sex Equity Coordinators

One of the major new prOvisions contained in the Education Amendments of

1976 was the requirement that each state employ full-Lime personnel

to assure implementation of sex equity. Funded for a minimum of $50,000,

this Sex Equity Coordinator has ten specifically mandated functions.

The legislation allows considerable flexibility,- however, regarding the

position of the Coordinator within the organization and how the functions

are accomplished. One Sex Equity Coordinator's statement exemplified

the view of many:

"I can assure you that Sex Equity Coordinators

are working hard to achieve sex equity in

education. We feel strongly that every student

should have the opportunity to learn concrete

skills which will ultimately lead to gainful

employment. Vocational education plays an important part training students to enter the.

world of work. As the nature of our society

becomes that much more complex, the preparation

of:all students for survival in that society

becomes even more vital."

Sex Equity Coordinator

The role of the Sex Equity Coordinator was viewed by witnesses as an

essential f need foi

n-achioving equity and'in -eliminating sex bias. The

.support of this position was generally expressed.

60
Although there was general agreement regarding the necessity for such a

position, the specific responsibilities and functions raisty4 consiaiable

discussion among witnesses. The following capsules highlight the issues

'raised:

The ten mandated functions of the Sex Equity Coordinator equire

an enormous amount of qork with very-little money and, in some

casqs, no st-ff. beyond the Coordinator The Coornators need

technical assistance and training to enable them to perform their

responsibilities. These services should come from the Federal

level.

Although the ten mandated funCtions are time consuming given

current staff and funding, they should be retained_; all of

the functions are necessary. It was recommended that accountability for sex equity be built into the jobs of other state

officials so that equity becomes a re_ponsibility which reaches

beyond the'Coordinator. Witnesses Suggested that some of the

duties of the Coordinator be infused into the jobs of the

local administrators, state Directors of Planning and others

in the system.

The across- the -board funding level of $50,000 for sex equity

personnel is not appropriate in every state. The current

allocation system does not take into account the major differences in the states (area, population, number of LEAs, etc.).

Fifty thousand dollars is not enough money, in most states for

sex equity programming and many coordinators have been Unable

to secure additional funds.. The legislation sayi that states

"may also use part of the grant to support additional full

time personnel.". However,- in many states the Sex Equity Coordinator has only a,secretary; in some states, not even that.

It was suggested that persons responsible for presenting

formal testimony and recommendations to Congress for reauthorization should "pick the brains" of the coordinators. Their

61'
experiences have been invaluable and many have ,concrete suggestions that should be included in any statement on legiilative

policy.

0 Coordinators shoulddevelop,a stronger working relationship

with CflA. They should be require to sit on State Employment

and Trainir Planning .Councils and work closely with Private

Industry Councils, local CETA Advisory (P.n.:11s and other

community groups.

Some witnesses - wanted the Sex Equity Coordiiator to monitor

vocational education from a position outside the department

of education. Others thought that an inside position held

most potential for effecting change., Although most Coordin,-

are located within the state vocational education unit, one

felt-her placement in another part of the state department

gave her more access to resources. --- Another area which generated differing cpinions was the appropriateness and effectiveness for the Coordinator of having

compliance responsibility, . Some witnesses wanted the position

coordinated with Office for Civil Rights enforcement functions.

Others feltthat the °Coordinator should be responsible only

for technical assistance. They maintained that either:. 1)

carrying out the "police" function detracts from the support

and trust required-to bring about change; or 2) when compliance

and assistance are too clos linked, the legal clout of the

former tends to overshadow the\latter. e was little

testimony to indicate whether the Sex Equity Coordinators had

established a working relationship with the state Title IX - Coordinators to combine mutual interests and similar reponsibilities.

Witnessesgenerally agreed that, if the Coordinator is located

within the vocational unit, the position should be as close

administratively to the state Director of Vocational Education

62
as possible. The position of the Sex Equity Coordinator in

the. state hierarchies varies considerably. In some states,

the Coordinator is on the same_ leel as the assistant

commissioner and is consulted regarding all programmatic

decisions; in other states the Coordinator is nearly powerless,

having virtually no contact with program staff, no control

over sex equity fundS, and seeing the StatePlan only at the

time a signature is required. Witnesses agreed that in-order

for the functions of the Coordinator to be implemented, the

commitment of the state Director of Vocational Education is

essential. However, one witness strongly recommended that the:

.Sex.Equity Coordinator or person

charged. with elimination\ofsex bias be

employed outside of the vocational education system to encourage independent

monitoring. and evaluation. Minnesota's

Council on the Economic Status of Women

has a $50,000 grant to do this and in-

-Pennsylvania the Sex Equity Coordinator is

in the Department of Education, not the

vocational educationdepartMent. Individuals located within vocational education

are subject to intimidation, compromise,

and vested job interest."

'Director'of a Commission on the

Status of Women

Other `Major Considerations

Two additional considerations were suggested by witnesses to the Councils:

(1) that the Councils recognize sex equity as an issue affecting men as

well as women; and, (2)\that there be recognition of the difficulties

involved with changing attitudes.

SeIjjujsue that Affects Men as Well as Women

"The issue of sex-equity is not just for women,

it isa humatvissUe. Within the area of vocational

-63
education sex bias and sex stereotyping limit

Occupational choices made by both sexes. . . It is

significant to emphasize that males are half the

problem.l. if we, are to make significant social

change, more emphasis must, be placed upon increasing

the awareness of males."

Professor of Industrial Arts

tnesses agreed that strategies and programs should be developed

that are designed specifically to broaden students' views about'

I occupational options and that the focus should apply to men and

women equally.

Witnesses

economics

for boys

urged that Federal fUnds should not be available for home

or inddstrial arts programs which are designed exclusively

Co-ed industri1 arts and home economics at the

junior high .c.1...ol level f were commended as an excellent means to

1 :

, allow boys and girls to

, work together on activities traditionally

i reserved for-just one sex.. Attitudes

"The law can mandate thing- but it.cannot mandate/

commitment to change. Att*tudes of people can ! only be modifie through tensive, meaningful, and

consistent training... Pr grams must be developed

which areIgeared to the adu .t population who come

into contact with our students. Local schools / must be,directed to startin working with parents,

students, \and the community in a 'planned, resultsoriented, Manner. This (sex _pity) is a societal

problem add cannot be dealt /h -in isolation."

Direc or of a State Regi nal Education

Agenc

This statement was reflected in the tetitimony of many witnesses

participating n the hearing. Repeate ly witnesseI S expressed

concern over w dlspread negative attitudes toward the selection by

i women of non-tradk'tional training and em loyment.i These attitudes

I are prevalent in persons of all ages and aces. Students; parents,

64
teachers and employers often reflect the current societal pressures

to c o m to traditional roles. Students who do select nontraditi al vocational education courses are frequently subject to

harassments by their peers of both sexes, their parents, community

leaders, and, ,in some instances, teachers. Without modification of

negative attitudes and without creation of a positive awareness in

the community, there is little chance of achieving sex equity in

vocational education.

A survey conducted in a Massachusetts community by OPTION (Opening

People to Opportunities Now) in June 1979 Vas designed to investigate

attitudes of junior high school students, their parents, and teachers

toward male/female roles in society, both at work and at home. The

results of the survey presented below summarize respondents' attitudes

as traditional or non - traditional;

Attitudes Students Parents Teachers

M F M F M F

Traditional 88% 57% 79% 69% 45% 30%

Non-traditional : 12% 43% 21% 31% 55% 70%

The interesting implications of these data were discussed:

"Notice that the majority of both students and

their parents were traditional in their thinking

despite the fact that their teachers, especially

their female teachers, ,were generally non-traditional

in their attitudes. It seems to me that adult

attitudes have to change if equity is to become a

reality in the forseeable future, since parental

pressure on children to remain. in the traditi*al

career and life patterns is evident"

Sek Equity Coordinator

In addition to the problems associated mith non-traditional course

selection,. there is the problem of the broad stigma attached to the

field of vocational education. One witness felt that,negative

65
attitudes about vocational training were the result of parents being

embarrassed because their children were not in traditional academic

programs.' Many parents believe that occupational training means their children are not "good enough" to complete an academic study

program-and -go\on to ccliege. To these parents, vocational edUcation

4oe prey ents their children from achieving the "American Dream":

higher education, upward mobility, and a professional job.

In order to achieve equity successfully, strategies must be developed

that address attitudes and work positively to induce change.

Witnesses suggested the following programs /methods for changing

these negative attitudes:

Women who are successful in non-traditional jobs should

be asked to speak to school and community groups. They

could act as role models to encourage employers to hire

women with non-traditional training.

Materials should be developed for dissemination to students

and counselors regarding options in vocational education

courses. Monies should be spent on providing training for.

vocational education instructors and counselors.

Materials shOuld be disseminated to promote a positive

image of vocational education by emphasizing the

of a sound academic education'acdompanied by

vocational' skill'training. Community leaders should be

made aware of the importance of 'expanding career options.

Workshops and training sessions should be pr:;vided for

parents, educators, and community and religious leaders

who could then run similar workshops in the community.

66
Schools should-arrange career days to enable students and

parents to explore non-traditional programs, and talk to

couselors, employers, and persons working in non-traditional

fields.

Public service announcements for radio and television

should be designed and produced. This approach-WOuld

expose a broad range of people to positive statements

about vocational education and non-traditional training,

while requiring only a small expenditure of funds.

Commentary

The Councils' hearings resulted in the identification of controversies

on these and related issues they pointed to the success of the legislation in some states and in some areas, to shortcomings in others.

Within each of these five 'ssue areas, there are numerous points for

discussion.and deliberation. This commentary is provided to focus su h

dialogue:

Federal Role -- the extent which vocational education

legislation should be prescriptive for the state and local

delivery system. Will flexible or mandatory-language best

accomplish the, intent for.sex equity? Should. the legislation

provide for mandated linkages with related legislation to

strengthen efforts to elminate sex discrimination, sex-

, stereotyping and se_ bias?-

Special Needs of Women -- the extent to which vocational

education fundin= should be authorized and/or appropriated

for child care, transportation, displaced homemaker services,

rggrama_snd:services specifically for minorityw2msn and

adult women. Should appropriations be designated to meet the

g7
identified needs specifically of women? Should additional

incentives and means of addressing these needs be explored for

possible inclusion in the Federal legislation?

Curricula and Texts/Counselors and lastructors

extent to u;hich Federa

-- the

station should /can ensure

im rovements in staffin and materials which affect

a itudes and accessibili

affect these parts

Should/can Federal legislation

the vocational education delivery-system,

or are there other strategies that need to be employed?

Public Hearin +s - the extent to which the ocesSlas

been effective.in assistin: sex e u. Is the

current legislation suffidient to assure that public input and

comment is being effectively received.and addressed? Should

the provisions be strengthened, modified, pr deleted?

Sex E ui Coordinators -- the 'extent to which the mandated

functions are realistic and beingimplemented. What are the

most effective options for administrative placement of the Sex

Equity Coordinator within the Istates' delivery systems,'for.

the scope of the functions and their relationship to similar

functions of other legislation,. and for the level of funding?

68

APPENDICES , The appendices contain the following information:

r Lists of vocational education programs d.esignated as on- Tradi ional .Mixed and Traditional for women in 1972.

These designations were retained as,a base for the analysis.

of enrollments in 1976 and 1975.

A table of the U.S. percent, enrollment of women in Nontraditional, Mixed, and Traditional categories by occupational

training area and year.'

A table of the number and change in number of total, men, and

women students enrolled-in gainful vocational education 197278,

for each state studied and the U.S..

D Analyses:of reports and enrollment data from the --een states studied, organized in the folloWing'manner for each

state:

A summary of the analyses of the 'State repor s and enrollment data.

An analysis of the state reports, including:

Specific recommendations or findingS on sex equity

from the State AdVisory Council anVocational-EdUca-

-ion-(SACVE); -ihe public hearinp ,ri the State Plan,

the Bureau of Occupational and Adult Education

(BOAE)

1 staff report on the State Plan, the BOAE

Data were collected prior to the establishment of the Department of

Education and its 0.fiCe of Vocational and Adult Education.

71
Management Evaluation Review for Compliance and

Quality (MERC/Q) report "(where one was performed);

and the state's response(6) to the above (when the

state responded).

Unique components of the State Plan that were cif

particular interest and/ort could not be conveyed by

items in the Matrix. (See E. below.)

A shortdescription of all sex equity programs.that

were detailed in the 1980 State Plan and/or the 1978

ACcountabi/ity Report.

Fiscal year 1978 budget data for sex equity activities, including. purpose offunding, funds .allocated,

and funds expended, from the Accountability. Report.

There were.discrepances in many. state Reports, but

the allocations and expenditures were reported from

the best data aVailable. These should be checked at

the state level'. Many, states had an unexpended

balance in their Reports, but no evidence in their

Plans of the inclusion of carry-over funds from the

previous year.

. 1 A table of the percent en-ollment of women in Non-traditionai

Mixed and Traditional , categorfes by occupational training

2 area and year.

An analysis of detailed enrollment data for 1972,.1976

and 1978. Unless otherwise specified, discussion of

enrollment changes refers to changes in enrollment of women.

Data were obtained from BOAE. California enrollment data were

,supplied by the California State Office of Vocational Education.

72

e
- 7 E. A matrix displaying the basic substance of sex equity-activities

addresvcA in each of the fifteen State Plans.

A short description of the common elements of successful sex equity programs featured in the Vocational Education Equity'

Study, Volume , Case Studies and Promising Approaches.

Lists of witnesses at the public hearings on sex equity in

vocational education sp?nsored by NACVE and NACWEP in New York

City and Denver, Colorado, May 1980.
Vocational P o s Desi

A gricultural-Supplies/Services

Agricultural Mechanics

AgriculturaLProducts..

Agricultural Production

Agricultural Resources

Forestry

-Agriculture, Other

Distributive

Automotive Sales

Building, Hardware

Petroleum

Health=

None

Appendix A

na ed a

Home Economics-Gainful & Non -Ga

Business and Office

None

Technical'

nful

Chemical Technology_

Aeronautical Technology

Architectural Technology

Automotive Technology

Civil Technology

Electrical Technology

Electronic Technology

Electromechanical Technology

Envirnomental Control

Industrial Technology

Instrumentation. Technology

Mechanical Technology

Metallurgical Technology

Commercial Pilot Training

Fire and Fire Safety Technology

Forestry Technology

Oteanographic Technology

Air PolUtion

Miscellaneous Technology,. Other

-aditional

Technical (continued

Police Science

Water And Waste Water Technology

Trade and Industrial (T&I

Plastics Occupations

Air Conditioning-

`Aviation

Appliance Repair'

Body and Fender Repair

Auto Mechanics & Other Auto Trng.

Blueprint:Reading.

Business.Machine Maintenance

Commercial Fishery Occupations

Carpentry

Custodial Services

Diesel Mechanics

Drafting Occupations

Electronic Occupations

Graphic Arts Occupations

Law Enforcement Training

Metalworking Occripations

Machine Shop

Machine Tool Operations

Welding and Cutting

Tool and Die Making

Metallurgy Odcupations

Small Engine-Repair

Woodworking Occupations

Masonry

Plumbing and Pipefitting

Leather Working

Firefighter Training

instrument Maintenance RepairMaritime Occupations

Refrigeration,'

Management Development

Sheet Metal

Other Metalworking

Barbering

Stationary Energy

Atomi6 Energy

Electricity

Other Construction

Electrical Occupations

Trade and Industrial OCCupations,

Other

Non-traditionai (NT) program program in which women students enrolled'

nationally in 1972 comprised, 0.0 to 25.0% of all enrolled students. Because of enrollment shifts, several.programs would have moved from Nontraditional to Mixed, or from Traditional to Mixed since 1972. The categories have been kept. astant, howeverso that such changes are not. bscured.
\ Agricultural

Ornamental Horticulture e

ibutive

Vocational Pro rams Desi nated as -Mixed

Industrial Marketing

Transportation.

International Trade

Advertising Services

Finance and Credit

ood.SerVices.

eneral Merchandise Sale&

eal Estate Sales

R-_creation and Tourism.

olesale Trade, Other

Re ail Trade,,Other

Fo d Distribution

Hotel and Lodging

Insnrance

Personal Services

Distibutive Education, Other

Apparel and Accessories.

Home Furnishings

FloriStry

\

Health

Physical lheiapy

Radioloic Technology

Mental Health Technology

Inhalation Therapy Technology.

Dental Laboratory Technology

Opthalmi

Environmental Health

Nu6lear Medical Technology

Dental, Other

MiScellandOus Health Occupations,

-.Other -

Health (continued

Mortuary Science

Medical Emegency Technician

Home Economics, Non-Gainful

Family Relations

Home Economics Gainful

None

Business. and Office

Accounting and Computing

Occupations

Personnel Training ar:d Related

Occupations

-Information- Communications

Materials Support

Office Optupations

Programmers

Computer and Console Operators.

Other Buiness Data Processing.

Supervisory and Administrative

Management.

Other

Techical . . Scientific Data processing

Trade ands Industrial fT&T).

Other Pnidic Services

Commercial Art OCcdpations

Quantity. Food Occupations

.Upholstering

Commerical PhOtogrk,phy Occupations

Fabric Maintenance Services

Mixed (M) program = program in 'which women students edrolled nationally

in 1972 comprised 25.1 to 75.0% of all enrolled students. Because of'enrollment shifts, several programs would have moved from Non-traditional to Mixed,

or -from Traditional to Mixed since 1972. The categories have been kept

Constant, however, so that such changes are not obscured.

76
Vocational Programs Designated s Traditional for' Women

A ri'cultural

None

Distributive

None

Health

Dental Assistant

Dental Hygienist (Associate Degree

Nursing (Associate Degree)

.Other Nursing

tactical (Vat.)-.Nursing

Nursing Ass,istant (Aide)

Occupational Therapy

Medical AssiStant

MediCal Lab. Assistant

Rehabilitation, Other

Radiologic, Other

Health. Aide.

Medical Lab. Techn., h--

SurgicaljechnOlogy

Flom Economics Ntin-Gainful

Comprehensive Homemaking

Child Develcpment

Clothing and Textiles

Consumer Education

Food and Nutrition

Home Economics ainful (continued)

Housing and Home Furnishing

Home Management

Other Non - gainful Consumer and

HoLemaking

4 Home Economics Gainful

Institutional & Home- Management

Clothing Mgt., Prod., & Services

Home'Furnishing, Eqpt., & Services

Care and Guidance of Children

Food Mgt., Production, & Services

Other Occupational Preparation

Businessand Office

Filing and Office Machine

Operations,.

St,mograPhic, Secretarial, and

.Related Ocquations

Typing and Related Occupations

Technical

None

Traderdeand Industrial

Cosmetology

Textile Production and Fabrication.

Other Personal Services I

Traditional (T) program = program in which women students enrolled,

nationally in 1972 comprised 75.1 to 100% of all enrolled students.

Because of enrollinent shifts, several programs would have moved from

Non7traditional to Mixed, or from Traditional to Mixed since 1972.

The categories have been kept constant, however, so that such changes

are not obscured.

77
Appendix

* Women enrolled in Non-traditional, Mixed and Traditional categories

by occupational training area and year, United States

1972 1976

(percent)

1978

Non-traditional: Total 5.4 8.8 11.1

Trades'and Industry

riculture

Distributive Education

5.4

3.9

14.6

7.8.

23.4

9%5

13.1

16.1

Health, 0.0 0.0 0.0

Home Economics (Gainful) 0.0 0.0 0.0

Business 0.0 0.00 0.0

`technical 8.6 12.2

Mixed: Total Gainful Non- gainful 52.8 1 56.8

'Gainful Only 7=imsr.w... 50:5 51 55.7

Trades and Industry 40.6 38.0 46.7

Agriculture 26.9 40.5 , 45.0

Distributive Education 46.3 48.7 52.2

Health 63.2 56.1 57.7

Home Economics (Gainful)' 0.0 0.0 0.0

BuSiness 56.8 57.1 60.5

Technical 31.8 46.6 46.2

Home Economics (Non-gainful) 73.8 69.8

Traditional: Total Gainful & Non-gainful 90.4 84.7 '83.4

Gainful Only 86.7 85.8 8517

Trades and-Industry 87.1 85.1 86.2

Agriculture 0.0 0.0 '0.0

DistributiVe Education 0.0 0.0 0.0

Health 90.9 89.2 89.3

Home Economics (Gainful) 86.1 84.7 82.5

Business 86.0 85.4 §5.6

Technical 0 0 0.0 0.0-

Rome Economics (Non-gainful) 93.3 83.7. 81.3

SOURCE: Based on data from U.S. Department. of Health, Educa

Welfare, Bureau of Occupational and Adult Education

* Percentageof women enrolled in vocational education courses nationally,

197L Non-traditioJal (NT) = 0.0 to 25%, Aixed = 25.1% po":75.07.,

Traditional (T) = 75.1% to 100%.

9
NUMBER AND CHANGE IN NUMBER OF TOTAL, ZEN AND WOMEN STUDENTS

ENROLLED IN VOCATIONAL EDUCATION (GAINFUL) 1972-78

(in thousands)*

State ! Year

Number of

Total

Students

Number of

Men

Students

Number of

Women

Students

Number of in Loss

AL1 Students

i972-78

Men Students

.L972-78

Women Students

1972 -7L

1972 114.6 82.8 31.8

ALABAMA 40.4 22.3 lE 1 ;.78 155.0 105.1 49.9

1972 1,012.4 684.3 433.2

CALIFOR' ._ 530.4 184.3 346.1

78 1,542.8 763.5 779.3

72

FLORIDA

1978

I__ 370.2 199.2 171.0

229.8 94.5 135.3

599.9 293.6 306.3

f 1972 223.1 127.8 95.3

GEORGIA -28.2 37.3 9.1

1978 194.9 90.5 104.4

1972 20.2 12.6 7.6

IDAHO 10.7 6.2 4.5

1978 30.8 18.7 12.1

1972 567.4 316.1 251.3

ILLINOIS 98.6 45,8 52.8

1978 666.0 361.9 304.1

NEW 1972 16.5 8.7 7.8

3.1 4.0 -0.9

HAMPSHIRE 1978 19.6 12.6 7.0

NEW 1972 35.8 16.8 19.0

1.5 3.4 -1.5

MEXICO 1978 37.7 20.1 17.6

NEW YO

1972 1 -f 546.8 266.4 280.4

230.7 83.6 147.1

1978 777.5 349.9 427.6

90.2

OHIO

1972 250.6 160.4

108.8 56.9 51.9

1978 359.4 217.3 142.1

1972 85.4 62.4 23.0

OKLAHOMA 60.8 38.3 22.0

1---1978 146.3 101.3 45.0

l.

* Numbers ma) t add because of rounding
NUMBER AND CHANGE IN NUMBER OF TOTAL, MEN AND WOMEN-STUDENTS

ENROLLED IN VOCATIONAL EDUCATION (GAINFUL) 1972-78

(in thousands)*

State Year'

Number of

Total

Students

Number of

Men

Students

Number of

Women

Students

Number of Gain/Loss

A11 Students

1972-78

Men Students

1972-78

Women Students

1972-7

OREGON

1972 73.2 41. 1

44.7 24.0 20.7

1978 117.9 65.8 52.1

PENNSYLVANIA

1972 270.8 161.2 109.6

94.5 45.7 48.8

1978 365.3 207.0 158.3

TEXAS

1972 349.0 267.5 81.5

209.2 83.4 125.8

1978 558.3 351.0 207.3

WYOMING

1972 11.0 _5.3 9 5.7

19.5 12.9 6.5

1978 30.4 18.1 12.3

TOTAL

15 STATES

1972 3,'82.6 2,343.8 1,638,8

1,612.8 630.3 982.5

1978 5,595.4 2,974.1 2,621.3

TOTAL-U.S.

1972 7,240.8 4,266.4 2,974.4

3,172.1 1,379.6 1,792.5

1978 10,412.9 5,646.1 4,766.8

* Numbers may not add becuase cif rouncjing
Apendix D

Anal ses of State Re arts and E

ALABAMA

§1jggaq2111'

State Re orts

lment Data

Little evidence existed to show that Alabama had addressed the issue of

sex equity in any serious way except to include the essential verbiage

in the State Plan. The state was not responsive to its SALVE recommendations or to its public hearing comments.

4 Enrollment Data

Alabama was only slightly lower than the national level in the percent

women enrolled in Non-traditiotal courses in 1972.. The enrollment of

women in such courses did not increase much in the fellowing,years.

Thus, it was significantly below the U.S. average by 1978. The number

of women enrolled in Mixed courses increased, and both the number and

percent of men enrolled in Consumer and,Homemaking courses increaoed.

83
Analysis of Alabama State Reports

SACVE Recommendations

Need to double the efforts to attract women to historically non- traditional

vocational offerings, particularly at the secondary school level.

State response. All vicational programs are available all students.

Public_ Hearin omments

Concern that more funds be budgeted; only $50,000 allocated and $l7,S A

expended.

State res onse Other services avaiin .1e; no need.to provide additional funds. A definite plan is fol owed for workshops, analyzing

data, doing on-site evaluations of local school pcograms, communicating with interest, groups, reviewing grants, and monitoring ;;firing

procedures.

Need for child care services.

State resttlA. Child care can be funded at the local level. Fiscal

constraints make it impossible to fund at state level:

Counseling needed for displaced homemakers.

State response. host secondary schools have counseling services

available for women as well a men students.

BOAE Staff Reports

No problems related to sex equity were identified.

MERC/Q Findings

Whether state was in compliance regarding dutie :'ried out by Sex Equi

Coordinator and role of the State AdviSory Coucc I was to be determined.

rozra m

. . -ptians

y

Review of 565,10cal programs indicated the major weakness i local programs

was that 'cachet-' were not aware of and haq not moved to eliminate sex bias

and occupational stereotyping.

Funding of up to $500 each for 14 model progran vocational education.

Two model programs to be funded from each of the seven occupational

(No funds, however, were actually allocate- forthis purPose.

84
NAplaced.homemakers. Proposed afternoon and evening projects, short

courses for job seeking skills, counseling, and some urban adult programs.

(No funds.)

1112c101.1

Purpose

FY '78 FY '78

Allocated Expended

Sex Bias Personnel $ so,000 $ 17,588

No other funds allocated
Women enrolled in Non-traditional, Mixed and Traditional categories

* b) occupational training area and year, Alabama

1972 1976 1978.

(percent)

Non-traditional: Total 2.7 4.6 5I1]

Trades and Industry 3.0 5.4 6.4

Agriculture 2.6 3.6 4.9

Distributive Education 5.7 12.6 19.5

Health 0.0 0.0 0.0

Home Economics (Gainful). 0.0 0.0 0.0

Business O. 0.0 0.0

Technical , 0.4 1.7 2.6

Mixed: Total Gainful Non-gain 49.9 45.8 57.8

Gainful Only 49.3 45.5 57.7

Trades, and Industry 25.7 15.5 28.1

Agriculture 38.8 38.5 44.7

Distributive Education 50.5 53.1 52.6

Health 57.5 68.5 77.8

Home Economiaa (Gainful) 0.0 0.0 0.0

Business 66.1 72.0 77.6

Technical 54.11 0.0 0.0

Home Econcaics (Non-gainful 89.6 71.6 91.3

Traditional: Total Gainful & Non- gainful 93.8 87.7 86.3'

Gainful Only 89.3 87.9 89.3

Trades and Industry 8z.6 78.1 85.5

Agriculture 0.0 0.0 0.0

Distributive Education 0.0 0.0 0.0

Health 94.7 91.4 90.1

Home Economics (Gainful) 86.7 84.3 86..7

Bus 'Iness 90.9 90.4 90.4'

Technical 0.0 0.6 0.0

Herne Economics (Non-g nful) 92.2 E2.2 80.7

3OURCE: Based on data from 0.S. Department of .a1th, Education, -Ad

Welfare, Bureau of OccupatiorAl and du 1 *; Eduzation.

* Percentage of women enrolled in vnca oral education ou.J a nationally,

1972. Non-traditional (NT) 0,0 to 25%, Mixed e! 25.1% to 75.0%,

Traditional (T) 75.1% to 100;.

86
Anal sis of Alabama Detailed Enrollment Data 1972-1978

Non-Traditional

Agricultilral. Total loss of 10,000 students from 1972 -1978; small

rise in number and percent of women students:

% Women 1972 19. 78

Alabama 2.7% 5.8%

U.S. 5.4 11.1

Trade and Industrial. Major gain of 2,300 total students over the

in 1972 to 4,000 in 1978.

1972 1978

years; women increased f om 1,000

Detailed programs

Drafting. 6.8% 12.9%

Management Development 14.2 34.5

Graphic Arts 17.0 26.1

These gains are close to those made nationally in these courses.

Mixed and Traditional

Business. Expinsion in numbers but not in percents. One exception,

.way a major inc:asc of\women in Accounting both in numbers and percent, from 70% 1972 to 85% in 1978.

Health. Major increase of women in all courses.

(Home Economics- Drop in slumber enrolled in Gainful courses, but

a rise in number of Non-gainful courses.

87
CALIFORNIA

Summary Analysi

State Efforts

All local ed6cational agencies were required to give assurances annually

that sex bias, sex stereotyping, and sex discrimination would not exist

any vocational education instruction, or guidance programs, activities,

or support services'.

California required mandatory affirmative action plans from LEAs and

community colleges and required that goals and timetables be established

at the LEA level before funding.

The goals and timetables established by the state required that for each

school no more than a specific percent of the student body be enrolled.

in courses with enrollments of more than 80?;,of one sex. This would

appear to be an inappropriate performance measure, since it: 1)obscures

which courses are improving the balance of their enrollments; 2) obscures

whether men and/or women are moving into courses Non-traditional for

their sex;. 3) obscures progress which shows up in numbers but not percent;

and 4) can be influenced by an increase in the number of Mixed courses

without any change in the balance of enrollments in Traditional courses.

The state established monitoring procedures for LEAs and,third party

evaluation for all funded projects. Major funding of $753,000 was allocated for grants to overcome sex bias; an additional allocation of

$150,000 was made for displaced homemaker- proje,:i. All this activity

was reflected in the positive _e enrollment If proportion

ately similar efforts and allocations were made in otter states, similar

gains might rsult.

An emihasis wag placed on the development of comparative da

pletionn vs. enrotlments, and dissemination of such data at the local

level to the community, the students "ifii the vocational education

staff.

on cons -
California, unlike other states, initial action for the elmination of

sex bias began at the local level. Each school was required to gather

and disseminate data, and to ha7e an affirmative action plan for hiring

staff and recruiting students. In addition to the local activities,

state level planning and activities to eliminate-bias were also carried

out.

California was responsive to the ALVE recommendation, but wit willing

to fund day care or supportive services.

California made funds available for personnel attending sex equity

workshops and programs.

Enrollment Data

California's increase of women and men in'courses Traditional for the

opposite sex wak uniform across' all occupational training areas. However, it occurred mainlylhetWeen 1972 and 1976; there were relatively,

small changes between 1976 and 1978. Additionally -, the Non-traditional

courses that showed the greatest gains were predominiry the same

Non-traditional courses (Drafting, Law Enforcement, dtc.) that showed

-gains throughout the U.S., those without a strong male role image.

.85
Ana oi California. State e orts

SACVE Recommendations

The Council recommends that the State E,ard of Education and the Board

of Community Colleges carry out an evaluation of the progress of LEAs

and the community colleges in eliminating sex bias.

Stateremonse. Greater specificity will be required before LEA

plans are.apProved in future years. 20% of the LEAs and all

the community college are being evaluated. Results are-not yet

available. An external evaluation of each funded project is being

undertaken.

The Council recommends that o e funds be available far supportive

services to :. -men.

State response. Funds available are minimal; allocation of such

funds are optional at the -local level.

The Council recommends that funds be available for personnel attending

workshops and other sex equity activities.

State response. $250,000 are being allocated for this purpose.

The Council recommends that criteria be established :to determine whether

an LEA or community college is in complIwe.

State response. A study to ermine sych criteria has been funded.

Public Hearin= Comments

No comments related to sex equity were

BOAE Staff Reports

No sex equity issues were identified.

IQ Ft110111_8!

No MERC /Q was conducted for California.

State Plan - All local educational agencies were required to give assurances annually

that sex bias-, sex 5tereotyping, or sex discrimination' would . _ not exist

in any vocational education instruct.ina or .guidance programs activities,

or support services. The following requirements were-set forth in the

State Plan:

90
The governing board of each local educational agency that expends

funds for vocational education under this state plan should adopt

an affirmative action plan for vocational education; or include a

section on vocational education in an existing atfirmativt action

plan. The plan should include but not be limited to the following:

A written policy statement of the district's commitment to

(a) equal access of all students who can profit from instruction to vocational education programs, (b) equal opportunity

in employment for all qualified persons, a0 (c) the prohibition of discriminatory practices in vocational education staff

employment based on race, national origin, sex, color, religion,

age, or disability.

A provision for determining and comparing the percent of

grades-9-I2 enrollment in secondary schobois or total fulltime enrollment in community colleges that is minority and

female enrollment in vocational education programs.

Procedures and timetables for actively-acquiring and making

available for student and staff use occupational and career

infotmationthat is free from racial, ethnic, disability, or

sex bias.

Procedures and timetables for actively providing minority,

disabled, and female students with information about occupa-

- tional opportunities and available vocational preparation,

'including nontraditional occupations for women.

Procedures and timetables for comparing the percent of minority,

disabled and female enrollment in vocational education with

the percenq of minority, disabled and female students who

complete vocational and education programs.

Procedures and timetables for reasonable matching of the percent of minority, disabled, and -emale enrollment in vocational

education programs with the per'cent of minority, disabled, and

female students enrolled in grades 9-12:in secondary schools or

enrolled inj community colleges.

A procedure! for reporting the results of affirmative action

activities annually to the local governing bGard, the community,-the students, and the vocational education staff.

Assignment Of responsibility for implementing the plan.

Establishment of goalsand measurable objectives: with a t meline for acbievementiof the objectives.

California, unlike thie states described-in the AIR study, wrote its-plan

manner such that the initial actions began with the local level.

It required each locarl schOol to gather and disseminate dat, and have

an affirmative action; plan for hiring staff and recruiting students. All

state level functions: were also carried. out.

91
Program Descriptions

The following grants totaading $75:

support sex equity° activities;

awarded dur:;ag 1977-78 to

To examine the feasibility of developing a training curriculum for

poor and mine y women to reduce barriers to employment, ;65,000.

To motivate girls to prepare for math-related occupations, $15,000.

To develop instructi ...al materials in vocation guidance with 4m- phasic on reduction sex bias and sex role stereotyping, $14,495.

To develop a vocational guidance and counseling model for disadvantaged women, $56,474.

To train professional staff techniques for eliminating sex stereotyping in counseling expectant mothers, $96,500.

To eliminate sex bias and sex stereotyping in consumer and homemaking materials, $14,482.

To idthtify, analyze, and disseminate information about opportunities r males and femal!s in non-traditional occupations, $43,000.

To provide personnel gaining to both secondary and community

college staff in cowman areas, including elimination of sex bias,

sex discrimination, and sex stereotyping, $172,449.

To develop and disseminate a resoure list of community and women's

organizations, educational institutions, and federally funded projects that address needs of women, $37,854.

To develop an up-to-date handbook far use by vocational education

admini,7trators and community groups in the analysis of sex bias

probleMs and to provide training in the use of the handbook, $121,007.

To monitor state progress in eliminating sex hias,and to establish

a state-wide network for information exchange and a procedure for

redress of sex equity grievances, $97,582.

To identify for wome- emerging occupations in agriculture, $19,270.

The foliowing programs er- funded to serve displaced homemakers:

To prepare participants for employment leading to managerial

poSitions in business or public adrr ,ation, $15,000.

To counsel low- Jacome men and women, primarily -siigle welfare

recipients, $15,000.

To prdvidefcauns ling and placement services, $2u,000.

92
a
To identify and overcome barriers to employment; to identify

existing community courses for clients, $20,000.

To provide workshops, support services, and placement for women

in apprehticeShips, $20,000.

To provide workshops, recruitment, assessment, support, training,

$20,000.

To develop a model of linkage between college and community,

providing counseling, placement, follow-up, $20,000.

To provide a comprehensive plan of service for displaced homemakers including counseling and training in non-traditional

skills, $20,000.

All programs -equired an evaluation.

Budget Data

Purpose

FY 78

Allocated

FY 78

Expended

Support Services for Wi en 150,000 -0-

Day Care Services -0- , -0-

Displaced Homemakers 150,000 150,000

Sex Equity Personnel 110,000 '65,000

Sex Bias Grants 1,000,000 753,113

93
* Women enrolled in Non-traditional, Mixed and Traditional categories

by occupational training area and year, California

Non - traditional: Total

1972 1976 1978

(percent)

5.4 15.9 15.6

Trades and industry

Agriculture

Distributive Education

Health

Home Economics (Gain fu

Business

Technical

3.6

16.9

11.6

0.0

0.0

0.0

8.9

12.2

29.9

8.6

0.0

0.0

0.0

20.5

12.0

30.0

22.8

0.0

0.0

0.0

20.2

.xed: Total Gainful & Non-gainful

_ Gainful Only

56.2 56.1 5 .5

44.4 51.0 52.4

Trades and Industry

Agriculture

Distributive Education

Health

Home Economics (Gainful)

Business

Technical

Home Economics (Now-gainful)

34.1

23.9

40,9

59,8

0.0

49.7

19.7

87.i

42.6

37.2

47.9

57.1

0.0

55.9

40.8

77.7

47.7

38.4

51.5

55.4

0.0

55.6

31.6

71.1

Traditional Total Gainful & Non -ga

Gainful Only

ul 94.5

96.0

Tfades and industry

Agriculture

Distributive Education 0.0.

Health 93.2

HomeEconomics (Gainful) 88.8

Business 86.2

Technical 0.0

Home Economics (Non-gainful) 92.2

90.3

0.0

83.5 80.7

84.2 83.0

88.2 86.3

0.0 0.0

0.0 ,-0.0

89.7 88.1

84.8 84.7

83.1 81.7

0.0 0.0

82.2 80.7

SOURCE4 Based on data from U.S. Department of Health, Education, and

Welfare, Bureau of Occupational and Adult Education.'

* Percentage of women enrolled in vocational educa

1972. Non - traditional (NT) = 0.0 to 25%, Mixed

Traditional (T) = 75.1% to 100%.

94

on courses nationally,

) 25.1% to 75.0%,
Analysis of California Detailed Enrollment Data 1972-1978

Non-Traditional

California led the U.S. in 1978 in percent women enrolled in every Nontraditional occupational training area:

1978

U.S. California

AgriCultural 13.1% 30.0%-

Technical 16.7 20.2

Trade & Industrial 9.5 12.0

Distributive Education 16.1 22.8

Total 11.1 15.6

The number of women in Non-traditional training areas increased by more

than '3 times between 1972 and 1976 (no gain between '76 and '78). The

total student enrollment'in Technital programs dropped; the drop was

greater among men than women. In California women increased in Trade &

Industrial Non-traditional courses 3.5 times '..utWeen 1972 and 1978 from

13,700 to 47,800.

Agricultural. Total student enrollment increased by less than 50%;

women's enrollment increased 2-5 times. California exceeded the

national average for every NT Agricultural program.

Detailed_programs. Major increases occurred in each program

in both numbers and percent. A major exception.was Agricultural

Mechanics which reported 2.6% enrolled in 1972 and 6.2% in 1978,

but e'en this was more than U.S'. average in 1978.

Technical. Large increases of numbers and perCentages between 1972

and 1978, similar to the national growth.

''Trade 8. industrial.

DetailfLpplgrams. Major gains in numbers as well as percents

programs:

1972 1978

occurred in the following

Drafting 5.3% 16.7%

Electronic 6.3 .13.9

Management Development 12.7 35.7

Graphic Arts 9.6 26.5

Law Enforcement 11.2 23.9

in addition, the following programs had large increases in

if tot in percentages:

95
1972 1978

Auto Mechanics 1.7% 5.8%

Woodworking 4.6 8.5

Construction, Other 2.6 4.6

Mixed and Traditional

Business

Mixed. Enrollment of women increased in numbers and percent,

from 54,90 to 130,000 and from 49.7% to 55.6%.

Detailed pro rams

1972 1978

Accounting and Computing ' 28,000 58,000

Supervisory and Administrative -4,000 15,000

Personnel 2,000 11,000

Traditional. Enrollment of women inert ,ed-frcm 23,500 in 1972

to 310,000 in 1978 but their percent dropped from 86.2% to 81.7%

because of an even greater increase in the number of men.

Health

Mixed. Numiers en doubled but percent decreased:

Women

Percent

Number

1972 1978

59..8% 55.

6,400 13,-

Traditional. Major rise in numbers of women but slight drop

percent

Distributive Education. Major rise in numbers; small rise in percent, with the following exceptions:

Detailed programs

1972 1978

General Merchandise 484% 66.9%

Real Estate 31.3 41.7

Tourism 49:9' 64.3

Insurance 14.8 39.3

Apparel 66,7 87.1

Trade & Industrial. One Mixed program, Quantity F9ods, had a major

increase in both numbers and percent.

Home Economics. Both Gainful and Non-Gainful expanded in numbers

between 4972-andT9-7-8 in both the U.S. and in California, and the

(Iron in percentage points was virtually the same:

% Women 1978

California 80.8%

U.S. 80.7

96
FLORIDA

Summary Analysis

State Reports

was difficult to analyze the Florida reports and to determine which

programs were being contemplated and which were actually in progress.

Enrollment results were positive, but the activities _he state to

achieve the results were difficult to ascertain.

Enrollment Data

The percentage of women in Non-traditional training was higher than the

percentage in the U.S. in every program ekcept the small Non-traditional

Distributive Education program.

Florida started with a higher level of women in Non-traditional and

Mixed occupational. training areas in 1972 and remained in 1978 a little

above the U.S., in almost, all training areas.

Among all courses that are Traditional for women, only in Non-gainful

Home Economics did men show a, gain similar to the national increase.

The state had a generally positive picture of enrollment of women in all

programs, with a major expansion in numbers, but a relatively small gain

in percentages.

97
Analysis of Florida State Reports

SACVE Recommendations

Economically disadvantaged individuals under 20 years of age could parti

cipate in post-secondary vocational education with a minimum of financial

assistance if day care services were provided.

State response. Assistance for day care will be explored.

A periodic review should be conducted of the impact of vocational and

technical education on ineroality.

State response. Staff has been assigned to monitor vocational

education programs to ensure compliance with Title IX legislation.

Public Hearing Comments

No comments related to sex equity were identified.

BOAS Staff Report

No problems related to sex equity were identified.

RC/Q FiagimE

The state is not in complianCe on review of Title IX evaluations. The

local Title IX self-evaluations had not been reviewed during 197$ ;-review

is underway during :FY '79.

Pro ams Descri- ions

Programs of awareness, improved counseling, job hunting skills, placement,

follow-up for displaced homemakers; =and establishment of community information and outreach.

Budget Data

1)HER5 se

Full-time Personnel

Displaced Homemakers

Staff Development and Training

for Guidance Personnel

P curement of Personnel

from Business and Industry

Elimination of Sex Bias

Also reported as $150,000.

98

FY '78 FY '78

Allocated Expended

$50,000 $21,127

61,240* 6,000

2.,847 No Data

O No Data

,24 No Data
Women enrolled in Non-traditional, Mixed and Traditional categories

by occupational training area and year, Florida

1972 1976 1978

(percent)

Non - traditional: Total 9.3 11.7 12.9

Trades and Industry 7.7 10.8 10.3

Agriculture 7.7 15.6 17.7

Distributive Education 7.2 8.4 9.7

Health 0.0 0.0 0.0

Home Economics (Gainful) 0.0 0.0 0.0

Business 0.0 0.0 0.0

Technical 16.0 12.7 18.7

Mixed: Total Gainful x Non-gainful 56.2 56.1 58.5

Gainful Only 56.0 55.3 57.7

Trades and Industry 34.3 48.0 52.0

Agriculture 15.3 27.7 30.7

Distributive Education 44.7 53.4 55.8

Health 60.1 56.6 54.8

Home Economics (Gainful) 0.0 0.0 0.0

Business 73.9 63.2, 65.7

Technical 54.3 0.0 50.5

Home Economics (Non-gainful) 81.9 69.0 70.3

Traditional: Total Gainful & Non7gainful 90.6 86.2 84.0

Gainful Only 89.7 87.4 85.7

-id Industry 83.7 87.9 84.8

Agriculture 0.0 0.0 0.0

Distributive Education 0.0 0.e 0.0

Health 93.2 89.0 90.1

Home EconoMics (Gainful) 86.8 83.9 80.4

Business 90.8 88.5 87.2

Technical 0.0 0.0 0.0

Home Economics (Non-g fill 91.1 84.2 81.3

SOURGE: Based on data froMy.S. Department of Health, Education, and

Welfare, Bureau of Occupational and Adult Education.

* Percentage of women enrolled in vocational education courses nationally,

1972. Non-traditional (NT) ='0.0 to 25%, Mixed (M) = 25.1% to 75.0%,

Traditional (T) = 75:1% to 100%.

99
Non-Traditional

Ida Detailed Enrollment Dat

QIIieultural. Major rise in numbers and percent of women:

% Women 1972 1978

Florida 7.1% 17.7%

U.S. 3.9 13.1

In all courses except Agricultural Mechanics there.was a subs

tial rise in the numberS and percent of women in Non-traditio

Agriculture.

anal

Technichl. Large expansion in numbers of both men and women. Percent women was far above national average in 1972, but increased only

slightly by 1978:

Detailed programs

Police Science_

Women 1972 1978

Florida 16.0% 18.7%

U.S. 8.6 16.7

% Women 1972 1978

Florida 10.4% 22.8%

U.S. 9.5 24.3

Trades and Industrial.. Non- traditional enrollment was high:

# Students 1972 1978

All Students 76,000 129,600

Women 4,300 10,000

_tai1pd anics had a large increase in

numbers of women but no increase in percent. Major gains

occurred in:

Drafting

Graphic Arts

Woodwork;.ng

Mixed and Traditional

Businesg

Mixed. Majorexpansion of numbers from 50,000 to 72,700 but

a drop in percent from 73.9% in 1972 co 65.7% in 1978.

1972 1978

6.2% 19.4%

14.8 30.9

5.1 17.3

Detailed programs. Tripling of women Accounting and

Computing. Huge expansion in Supervision and Administratioh

from 600 in 197:' to 7,100 in 1978.

100
Traditiona Numbers almost doubled but thcre was a small drop

in percent. Major decrease in percent women in Typing.

Distributive Education

Mixed. Major expansion in numbers and percent:

% Women. 1972

Florida 44.7%

U.S. 46,3

Health

2%

52.2

Detailed Tyograms. Expansion in numbers and percent in

each program except Food Distribution and Home Furnishings.

Mixed. Numbers of women enrolled increased, but percent dropped.

Detailed programs. Inhalation Therapy had an increase in

numbers and percent (31.7% in 1972 to 52.6% in 1978).

Traditional. Major expansion in numbers; slight drop in percen

Home Economics. Expansion in numbers; drop in percent.

Detailed programs. Non-gainful Home Economics showed a drop

in numbers and percent, similar to U.S.

% Women 1972 1978

Florida 91.17 81.3%

U.S. . 93.3 81.3
GEORGIA

SummAnalysis

State Re orLs

Problems were clearly identified by the SACVE, BOAE staff report, and

MERC/Q but there was only one state response. The Plan showed some small

effort to impact other vocational education activities, but without any

commitment of funds.

Enrollment Data

Georgia showed atively small gains in Non-traditional enrollment

of women. Georgia had a major drop in Agricultural enrollment, presumably the result of courses closing, and no major increase of women in

any other Non-traditional programs.

More men were enrolled in Business courses Traditional for women than

were nationally, but increased enrollment of Men in other courses Traditional for, women showed no pattern.

Ther was an increase of women in Mixed Business and Heal

similar to the U.S. increase.

courses
Analysis of Georgia State RepREI % 1

SAC TE Recommendations.

The Council finds that recent studies indicate that a de facto system of

sex stereotyping persists in Georgia's vocational schools.

The Council recommends that funds be used to increase the number or

women instructors involved in training individuals for non-traditional

jobs.

A The Council believes that the. 50,000 Federal minimum allocated this

office will be insufficient when compareu to the magnitude of the ask

to be accomplished. It recommends that additional Federal funds (and /or

a state supplement) be given to this office:,

The Council recommends that funds for day care centers be included in

the State plan which would make it mope feasible for women to receive

vocational training and find a job.

State response. Senior Assistant Attorney General of the state

finds that education funds cannot be used for child care.. Without

increased funding, the cost of supportive services would .be prohibitive.

No other state response.

Public Hearing Comments

No comments related to sex equity were -identified.

BOAE Staff Report

Prohibition against sex discrimination has not been included includedin every

publication. Students and applicants for staff positions are treated'

differently on the basis of sex.

Required- action. The state should undertake actions to cnrnplete

the studies recommended in the Title IX self-evaluation -relating

recruitment efforts and merit system lists.

MERC /Q Findings

No evidence that therequirement for monitoring hiring, firing, and,promotion procedure's has-been carried out by the Sex Equ=ty Coordinator,

.arid the job description does not include this responsibility-.

1 The FY '7q Annual Plan and FY )-78, Accountability Report for Georgia.

were used for this analysis since those were the most ecent on

file in BOAE at the time of this study.

103
No funds were expended for special programs and placement services for

displaced homemakers.

Only $17,891 of Cie mandated50,000 was spent in fiscal Year 1978;

$32,109 should be carried over to Fiscal Yeah 1979.

Program Descriptions

Twenty-four area vocational- technical schools participate in

consumer education projects at the post-secondary and adult levels

including courses for displaced homemakers in managing the dual

role of homemaker/wage earner.

C kminimum of one full-time Student Personnel Specialist has been

employed at each area vocational-technical school to provide cQunseling and guidance services to those served, including displaced

homemakers.

The guidance function will be enhaaced by learning coordinators and

by developing a curriculum free of sex role stereotyping.

An individualized instrUction project has the elimination of sex

bias as a major goal.

V-TECS catalogs have included a section'on the elimination of sex

bias.

All cr.rriculum development projects are eliminating sexist

and visuals. 0

Displaced homemakers. Programs are in planning stages only.

No special funding was -made available for-any of the above projects.

Budget Data

Purpose

FY '78 FY '78

Allocated Expended

Sex Equity Personnel $ 50,000 $ 17,891

Displaced Homemakers 9,721 -0-

104
O.

Women enrolled in Non-traditional, Mixed and Traditional categOries

by occupational training area and year, Georgia

1972 1976

(percent

1978

Non-traditional: Total 5.1 4.8 8.0

Trades and Industry. 6.6 5.8 8.2

V

Agriculture 2.9 3.2 7.4

DistributiVe Education 7.6 6.2 10.5

Health 0.0 0.0 0.0

Home Economics (GainfulP 0.0 0.0 0.0

-Blitiness 0.0 0 D 0.0

Technical 6.6 7.0 6.4

Mixed:' Total Gainful & Non-ga 54.7 47.6 58

Gainful Only 54.7 47.,2 58.3

Trades and Industry 40.6 39.6

Agriculture 32.3 33.7 40.8

Distributive Education 47.7 38.8 49,7

Health 63.9 58.4 73.1

Home Econotics 0.0 0.0' 0.0

MuSiness 59.8 58.6. 73.3

Techhical 12.0 48.4 63.9

Home Economics (Non-gainful) 81.0 84.9 0.0

Traditional: Total Gainful & Non-gainful 87.1 78.2 80.1

Gainful Only 81.3' 79.2 78.5

Tradee and Industry 78.5 73.4 63.9

Agridulture 0.0 0.0 0.0

Distributive Education 0.0 0.0 0.0

Health, 87.8 85.9 100.0

Home Economics (Gainful) 92.2 88.3 86.2

Business 78.4 77.8 8.2

Technical' 0.0 0.0 0.0

Home Economics (Non-gainful) 92.7 76.9 82.0

SOURCE: Based on data from U.S. Department of Health, EdUcition, and

Welfare, Bureau of Occupational and Adult Education.

* Percentage

( of women enrolled in vocational education coursed nationally,

1972. Non-traditional (NT) 0.0 to 25%, Mixed (M) 25.1% to 75.0%,

Traditional (T) = 75.1% to 100%.

105
Anal is Geor ia Detailed Enrollment Data 1912-1978

Non7Traditional

:Agricultural. Large drop in total students enrolled from 29M0 in

1972 to 12,000 in 1978; increase in percent women was much less

than U.S:

% Women 1972 1978

GA 2.9% 7.4t

U.S. 2.5 13.1

DetailecipEaErm. Major increase of women in Forestry, almost

as great as U.S:

% Women 1972 1978

GA 0.9% 11.7%

U.S. 3.9 13.2

Number of women in Agriculture Mechanics dropped; but percent_

rose more than the U.S.:

% Women 1972 1978

GA 1.3% 7.3%

U.S. 1.1 4.9

Technical. The program is small with little percent change fTom

1972 to I978,'6.6% to 6.4%.

Irade,& Indus -ial Little change in numbers or percent from 1972

Co 1978, 6.6% to 8.2%.

Mixed.

Detailed programs. Women in Auto Mechanics increased slightly

in percent, 3.0% to 5.6%, and in numbers, 160 to 506. In

Drafting they doubled in numbers and increased in percent,

5.8% to 17.6%.

Business. Women increased in numbers and made major percent gains

in every detailed program, much more than U.S. average:

% Women 1972 1978

GA 59.8% 73.3%

'U.S. 56.8 60.5

Distributive Education. Numbers of women were down; percents unchanged.

Detailed Women-in Transportation increased in numbers

-har-aut-Tft-percent7 -1-a-Hotel and Lodging, and Real Estate they

had a major drop in numbers.

106
Health. Women increased in numbers and percent from 63.9% in 1972

to 73.1' in 1978.

Traditional

Business. Women increased in numbers but not percent.

Detailed programs

Stenography

% Women 1972 1978

GA 92.7% 78.9%

U.S. 93.2 94.0

Health. Numbers of women decreased but percent went up from 87.8%

to 100.0%.

107
IDAHO

Summary Analysis_

State Reports

Idaho was one of the few small states that actually spent as much as 86%

of its funds allocated to sex equity staff. It was also one of the very

few states that paid for school personnel participation in sex equity

training.

The_state_hadttle-on.-equi-ty-ion -i tle- was -requited of

the LEAs.

Although there was a large increase in the numbers of men enrolled in

Consumer and Homemaking courses, this was not given major emphasis in

the State Plan.

Enrollment Data

In almost all training areas Idaho vocational. education courses remained'

more segregated in 1978 than national averages, with the exception. of_

. Gainful Home Economics. There was an increase of the pereent of men in

those courses but this still represented only a-small number of men.

Although the state was still well. below the levels of enrollment of

women thewilad been achieved nationally; women made major, gains in

Non-traditional training from 1972 to 1976 and from 1976 to 1978,.

There was an inc ease of men Hothe EcOnomics, both Non-gainful and

Gainful.

108
Analysis of Idaho State Re orts

SACVE Recommendations'

No recommendations on sex equity were identified.

Public Hearing Comments

No comments related to sex equity were identified.

BOA Staff Report

----TheAccountabililty-Reportdoes_not_describe_tbe_usesof f.mds for

actions to be taken to overcome sex discrimination and sex stereotyping

in state and local vocational education programs or incentives to encour

age nen-traditional enrollments. Mere is no evidence that model programs

to reduce sex bias and sex stereotyping are being developed.

MERC/Q Findings

The MERC/Q was conducted, but report was not released.

Program Descriptions

Providereimbursement for travel and per diem at s a e,rates to

persons attending -- special programs' on;sex equity.

Displaced homemakers. Fund a center at an AVTS to develop individual

competenties',- job schooL readiness, referrals,. placement, and

follow -up; to be operational in 1980.

Bud_ et Data

Purpose

Sex Bias

Displaced Homemakers

Mini-Grants for Sex Equity

Sex Equity Regional ConferencesT

109

FY -'78 FY '78

Allocated Expended

$ 50,000 $ 43,177

10,000 5,000

5,000 No data

5,000' No data
omen enrolled in Non-traditional, Mixed and Traditional categories by occupational training area and year, Idaho

1972 1976

(percent

Non-traditional: Total 5.7

Trades and Industry 2.8 4.1

Agriculture 1.0 8.3

Distributive Education 7.0 12.5

Health 0.0 0.0

Home Economics (Gain u_ 0.0 0.0

Business 0.0 0.0

Technical 1.5 1.5

xed: Total Gainful Non - gainful

Gainful Only

Trades and Industry

Agriculture

Distributive Education

Health

Home EconomieS _fun.

Business

Technical

Home EConomics

1978

5.3

10.9

23.0

0.0

0.0

0.0

6.4

58.7 60.5 \ 58.2

53.7 8.7 57.2

ul)

Traditional: Total Gaiaft,11 Non-geuful

ful Only

Trades and Industry

Agriculture

Distributive Educatl. n Health

Home Economics (Czi

Business

Technical'

Home Economics (Non-gainful

63.5 ,1.2 \ 52.5

6.1 47.5 52.0

48.6 !,0.1 51.0

15.5 83.0 82.7

0.0 0.0 0.0

73.9 70.0 73.8

0 0.0 0.0

94.6 83.1 70.4

93.3 78.5 81.4

94.,0 82.2 8

92.1 94.7

0.0 0.0

0.0 0.0

98.5 71.5 96.8

71.0 34.6 55.3

94.3 93.2 90.4

0.0 0.0

93.1 77.3 79.0

SOURCE: Based on data from U.S. Department of Health, Education, and- Welfare, BureaU of,Occupational and Adult Education.

* Percentage of women enrolled in vocational education courses ationaily, 1972. _Non-traditional .(NT) = 0.0 to 25%, Mixed (M) = 25.1% to 75.0%, Traditional (T) = 75.1% to 100%.'

, 110
Ana Idaho Detailed Enrollment Data 1972 -1978

Non-Traditional

The programs were small, and relatively small gains were made in most

courses. Agricultural, Percent women increased from 1.0% in 1972 to 10.9%

in 1978.

Mixed

Detailed progra Agricultural Production Showed steady

growth in numbers and perCent of women from OA% in 1972 to

11.1% in 1978.

Technical. Only 3-courses enrolled--ome for a -total-of_29 women

by 108.

Trades & Industrial. Percent women increased from 2.8% in 1972 to

5.3% in 1978, far below the national increase. The programs were

small, so women's gains represented very small numbers.

Business. Numbers and percent of women enrolled increased.

Detailed programs.

Computing.

Women made gains in Mixed Accounting and
ILLINOIS

Summary Analysis

State Repor

Reporting was mainly on program components. It was difficult to

determine whether there were changes in institutional behavior at the

state-or-local-TeveL.- in Order to evaluate this state program it should

be reviewed at the local level.

lment Data

1.1on-traditional Trade and Industrial was higher than U.S., but overall

Illinois had-smaller increases in Non-traditional enrollment of women than

the U.S. The major gains-for women were mainly in the Trade and Industrial

courses in which women made gains nationally - Drafting and Law Enforcement.

Changes in Mixed enrollment were erratic, varying by both occupations

training area and detailed program.

For men the major gains were in Home EConomics.

112
Anal s_of Illinois State Reports

SACVE Recommendations

No recommendations on sex equity were identified.

Public Hearin Comments

No comments related to sex equity were identified.

MAE Staff Report

No sex equity issues were identified.

MERC/Q Findings

NoMERC/Q was conducted for Illinois.

Program Descriptions

Each project assisted with funds available under the Vocational Education

Act was required to include. a component in its,propoSal dealing with

evaluation ofthe elimination of racial and sex bias and support for

equal educational opportunity in the project. The results were to be

in' establishing the state's funding priorities: - In-service training for,state staff to develop awareness of sex

bias in vocational education, and materials andttechniqUes available to assist LEAs in eliminating sex role stereotyping

Program to acquaint counselors with the changing work patterns of

women, ways of overcoming sex stereotyping, and ways of assisting

girls and women in selecting 'careers solely on their occupational

needs'and interests; and,to develop improved career counseling

materials which are free of sex stereotyping.

Resource package to assist local educational agencies inimplement-

_ ing in-service activities to overcome'sex discrimination and.sex'

bias. In FY 1978, project personnel focused on a needs assessment

',process for the design and development of the resource' package.

y one phase,of project,, funded_

Develo ent or adaptation of materials, resources, and services to

LEAs to &assist in overcoming sex discrimination and sex stereotyping.

Projected dutcome 20 in-service programs for local educators.
Dissemination Of materials to LEAs for conducting in-service acti- vities with their staff, students, and community for eliminating sex bias in vocational education. 10 workshops to assist local

educational agencies to conduct local in-service training in sex equity.

0 I Support to LEAs which develop model exemplary programs for the elimination of sex discrimination and sex bias in vocational educa- tion.

Activities to eliminate sex stereotyping in written materials,

counseling activities, and instruction of students at alleduca- tional levels.

Program to prepare occupational materials'package for the elemen- tary level, to assist in eliminating sexism, from student's acquiL; tion of occupational data. (No submission for funding.)

Grants for improved curriculum materials for new and emerging job fields, including a review and revision of any curricula developed to assure that such:Curricula do not reflect stereotypes based on sex, race, or national origin.

Development of curriculum, and guidance and testing materials

designed to overcome sex bias in vocational education programs and support services designed to enable teachers to meet the,peeds of indiViduals enrolled in programs traditionally limited to members

of the opposite sex.

Dis laced homemakers. Two centers funded and operating. N. detailed description.

Budget Data

Purpose.

Sex Equity Staff (two professionals

and one support staff)

Displaced Homemakers

Sex Bias Grants

114

FY '78

Allocated

$ 50,000

275,000

230,500

FY '78

Expended

$ 51,956

34,350

102,660
* Women enrolled inNon-traditional, Mixed and Traditional categories

by occupational rraining area and year, Illinois

1972

Tonal: Total

Trades and Industry

Agriculture

Distributive Education

Health

Home Economics (Gainful)

BusinessTechnical

5.9

3.7

14.0

0.0

0.0

0.0

11.3

xed: TotarGainfdi Non - gainful

Gainful Only

49.7

48.9

Trades and Industry

Agriculture,

DistribUtive Education

Health

Home Economics, (Gainful)

Business

Technidal

Home Economics (Non-gainful)

52.6

30.7

41.1

71.2

0.0

51.0,

27.6

64.2

Traditional: Total Gainful & Non-gainful

Gainful Only

Trades and-Industry

Agriculture

Distributive Education

Health

Home Economics (Gainful)

Business

Technical

Home Economics (Non-gainful

82.6

81.7

93.6

0.0-

0.0

84.8

93.1

77.3

0.0

92:1

1976 1978

(percent

4.9 11.0

11.1 9.4

14.3 7.5

0.0 0.0

0.0 0.0

0.0 0.0

6.7 ?-5

49.9 52.7

49.7 52.4

46.3 51.7

42.1 45.6

46.4 48.2

60.6 63.8

0.0 0.0

51.5 -54 3

0.0 22.2

74.9 68.5,

83.0 82.5

83.1 82.5

77.2 80.7

0.0 0.0

0.0

87.8 - 87.4

37.0 85.1

80.5 80.5

0.0 0.0

82.6 82.2

SOURCE. Based on data from U.S. Department of Health,. Education, and

Welfare,' Bureau- of Occupational and Adult Education.

.

* Percentage of women enrolled in vocational education courses nationally,

L972 . Nontraditionel (NT) = 0.0 to 25%, Mixed M) -= 25.1%'tm 75.0%,

Traditional (T) = 75.1% to 100%.

115
Anal ss of Illinois Detailed Enrollment Data, 1972-1978

-Non-Traditional

In 1972 the percent women enrolled was close to the national, but did not rise by 1978 as much as the national:

% Women 1972 '1978

IL 5.9% 7.1'

U.S. 5.4 11.1

Agricultural. Major rise in the percent women from 1972 to 1978,

but less than the national:

__Total number of studen

1,000 to 2,400.

% Women 1972 1978

IL 3.7% 9.4%

U.S. 3.9 13.1

decreased y 3,000 but women increased from

pfI211!i!LE2lErm. Agricultural, Production lost 6,000 total students between 1972 and 1978, but women increased from 500 to 1,300 in the same time period.

Technical. Illinois had an increase in number of women but drop percent of women enrolled:

% Women 1972 1978

IL 11.3% 4Tht

U.S. 8.6 16.7

Detailed programs

Architectural Technology Percent women rose from 7.3% in 1972 to 11.7% in 1978, which was.less,tban the national rise.

Electronic Technology Increase in percent women was equal

to national increase (0.7 to 7.3%).

Trade and Industrial. There was a large increase in percent of women enrolled with an increase of 3,500 in numbers.

Detailed programs,

Drafting - Women increased in number and percent (4.8%

to 8.0% in 1978), while the number of men dropped.

972

,Law Enforcement Women made major gains in number and percent'

from 7'.9% in.1972: to 27.5% 10 1978.

Woodworking Total students decreased, but the number and per- cent of women increased.

116
Mixed and Traditional

Business

Mixed Women made a large gain in numbers:and increased

slightly in percent which was inJine with the national.averageTraditional. A small drop in numbers of women, mainly in Typing.

Distributive ,Educatio

Mixed. Women increased in numbers but decreased in percent.

Detailed programs. Real Estate, Recreation and Tourism

had large increases in both numbers and percents.

Health. The numbers doubled by 1978 and there was a large-increase

of'women in both Mixed and Traditional, courses.

Trade and Industrial

Mixed. Women Increased in Commercial Art and Photography, And

dropped in both number and percent in Quantity Food,

Home Economics. Women increased in numbers and dropped in percent:

% Women 1972 1978

Gainful 9,3.0% 85.&-

Non- gainful 86,0 81.0

117
State Reports

NEW HAMPSHIRE

Summary ±14,

The most positive finding was that New Hampshire may be the first state

to require knowledge. of sex equity issues as part of certification for

vocational education teachers. (Action was pending.)'

State apparently needed to convert more ideas into artison:

Enrollment Data

There was a strong.increase of womed enrolled in Non-traditionalAgricul4

tural, otherwise women made only small gains in Non-traditional courses. The gain in numbers of women in ,Trade and Industriil was mainly in programs that had major gains nationally Graphic-Arts and Drafting.

The drop in thetotal number of studentS in Traditional pusinesscourses

was an unusual occurrence, pdrticularly with the 'simultaneous increase of

women, in Mixed HasinesS courses..
Anal-sis of New H m-shire State e orts

SACVE Recommendations

No recommendations on sex equity were identified.

BOAE Staff Report

No sex equity issues were ident.fied.

HERM Findings

There is no evidence that the State Advisory Council has evaluated vocational education programs, services, and activities, including programs

to overcome- sex bias.

There is no evidence that the State Advisory Council has assisted the

State Board in developing plans for State Board evaluations.

Although several incentives are listed in the State Plan and other

incentives are in the developmental stages; no incentives were given for

the development of model programs to reduce sex - bias /sex- stereotyping in

training and placement.

Although a needs assessment study is in progress, no-programs were

funded under basic grants to provide vocational education programs for

displaced homemakers or to mo- art-time workers to full-time employment.

State has prepared excellent In&tfhmentation for conducting the.local

reviewsLhowever, no actual evaluations of local programs have been

.conducted.-

Based on the evidence reviewed, compliance is to He determined. Preliminary fiscal datanindicates that less than $25,000 was expended on the

,,.Sex Equity Coordinator.

Program De8criptions.

Displaced homemakers. Although $5,000 was allocated for this purpose, no funds were expended. The state attributed this to an

inability to deterMine the population -of displaced homemakers.

Budget Data

FY '78 FY '78

Purpose. Allocated Expended

. Sex Bias Personnel $ 50,000 $ 20,613

.Displaced HomeMakers 5,000 -0-

119
Women enrolled in Non-traditional, Mixed and Traditional categories

by occupational training area andyenv, New Hampshire

.1972 19 76 19 78

-ercent

Non - traditional: Total 3.5 5.2 7.2

Trades and I dustry 3.4 3.7 5.2

Agriculture 5.5 13.9 18.2

Distributive Education 0.0 0.0 0.0

Health 0.0 0.0 0.0

Home Economics (Gain u 0.0 0.0 0.0

Business 0.0 0.0 0.0

Technical 0.3 2.3 7.0

Nixed: Total Gainful & Non- gainful 58.2 70,7 72.7

Gainful Only 52.1 68.6 71.4

Trades and Industry 52.2 55.2 57.6

Agriculture 25.5 25.3 37.6

Distributive Education 34.7 42.3 51.9

Health 17.8 78.2 76.0

Home Economics (Gainful) 0.0 0.0 0.0

Business 68.6 75.8 82.1

Technical 27.3 0.0 0.0

Home Economics (Non - gainful) 87.9 88.6 76.9

Traditional: Total Gainful & Non- gainful 87.7

Gainful Only 76.9

Trades and Industry 5.1

Agriculture 0.0

Distributive Education 0.0

Health 92.2

Home Economics (Gainful) 62.8

Business 90.2

Technical 0.0

Home Economics (Non-gainful) 92.5

88.3 80.9

88.8 87.5

100.0 100.0

0.0 0.0

0.0 0.0

91.4 93.7

72.2 71.5

90.4 96.1

0.0 0.0

88.0 79.5

SOURCE: Based on data from U.S. Department of Haalth, Educat o Welfare, BUreau of Occupational and Adult. Education.

* Percentage o.f women enrolled in vocational education courses nationally,

L4.97. Non-traditional (NT) = 0.0 to 25%, Mixed (M) ® 25.1% to 75.0%,

Traditional--(T)i='75.1%-to 100%.

120
Anal of New H m shire Enrollment Data 1972 - 1978

Non7Traditional

Agricultural. Small enrollments, but major percentage increase:

% Women 1972 1978

N.H. 5.5% 18.2%

U.S. 3.9 13.1

Technical. Small programs with little growth.

Trade & Industrial. Large expansion in numbers; small rise percent.

Detailed programs. Women made major gains in Drafting and

Graphic. Arts.

ixed and Traditional

. Business. Drop in total number of students enrolled.

Mixed. Increase in numbers of women and large increase in percent.

DetailecLprogramS

% Women 1972 1978

Accounting & N.H. 68.6% 82.1%

Computing U.S. 56.8 60.5

Tr ditional. Large drop in total numbers of students in Trad -onal Business courses from 5,753 in 1972 to 1,208 in 1978;

a drop occurred -in each program.

Distributive Education. Numbers of women increased from 1972 to 1978

(418 to 1,068) for Mixed courses; percent women increased sharply,

nearing the national average by 1978:

% Women 1972 1978

N.H. 34.7% 51.9%

U.S. 46.3 52.2

Health

Mixed. Women made small gains in numbers but 'a large gain in

percent because of the addition to the "Miscellaneous Health"

program in 1976 of course(s) enrolling mainly women.

Traditional. Percent was unchanged; but numbers of women

dropped.

Home Economics. Numbers and percents were low in both Gainful and

-Non-gainful compared to national data. 'Percent women in Traditional

Gainful Home EConomics increased from 1972 to 1978 from 62.8% to

71.5%; different from the national percentage which declined.

121
NEW MEXICO

Summary Analysis

State Repj2Eq

The MERC/Q report addressed the content and quality of the vocational

program, with no apparent response from the state.

The state's response to the BOAS staff report indicated a very weak

commitment to taking an active role in the elimination of sex bias.

The carryover funds from the mandated $50,000 were not expended. (The

Commission on the Status of Women stated at the Denver Hearing in May,

. 1980 that they had requested the unexpended balances. For a minimum of

three years New Mexico spent less than the $50,000 minimum required.)

Enrollment Data

Non-traditional enrollment of women was similar to U.S. data except in

Trade and Industrial which was well below U.S. average. Women did

increaj-e in some Non-traditional courses which had a strong male role

image.

The per ent of women in Mixed programs increased by 1978, but for the

.Busines occupations this did not represent a major. change between 1972

and 197_

,Men mad no gains in programs Traditional for women except in Traditional

.Trade an6 Industrial.

122
Anal-sis of New Mexico State Repor

SACVE- Recommendations

Although non-traditional training areas have begun to attract students

of both sexes, some resistance remains to opening up training opportunities to both sexes in non-traditional areas.

Schools which exhibit arbitrary barriers to students entering vocational

programs of their choice should receive follow-up visits.

Follow-ups should involve students, parents, and other community members

in developing an equal opportunity blueprint.

State staff should serve as resource personnel to assure that vocational

education eventually is made available to students regardless of sex.

Given the strong feeling of local autonomy in many of the rural-communities in New Mexico, little can. be accomplished unless the community and

the school are involved in a well planned educational process which will

demonstrate why it is important to make vocational programs accessible

to all students.

Public Hear ±Lii Comments

No comments related to sex equity were identified.

BOAE.Staff Report

The Plan does not report on the success of its provis

equal access. to programs by men and women.

HERM Findings

ons o ensure

Many Local Advisory Councils do not have adequate representation of

women. No evidence that programs have been developed to eliminate sex bias or

to provide incentives to school districts.

No displaced homemaker funds expended; no center established.

Only $38,874 budgeted for Sex Equity Coordinator; the difference should

be carried Over to 1979.

,Placement of students who have completed vocational educationas not

been addressed.

123
Many LEA announcements, bulletins and applications do not have a non- discrimination statement

No effort to eliminate sexist terminology and sex stereotyping examples and illustrations in curricular material is evident.

Pro ram_Descri _ions

Displaced homemakers Develop a center for displace&homemakers,

teenage parents, female heads of household; special services for

eiderlywomen and other special groups, including guidance and

counseling, job development and placement services, and health and legal services. One center to be established and operational by the end of Fiscal Year 1980

Budget Data

FY '78 FY '78

Purpose Allocated Expended

Displaced Homemakers $ 61,240 .. -0-

Sex Bias Personnel 50,000 $ 21,127

Day Care/Supportive Services -0- -0- Sex Bias Grants. 22,847 22,847

124
Women enrolled in Non-traditional, Mixed and Traditional categorie

by occupational training area and year, New Mexico

on- traditional: Total

1972 1976 1978

(percent)

2.7 12.7 10.8

Trades and Industry

Agriculture - Distributive Education

3.1

1.2

8.1

6.8

19.3

20.9

5.6

21.2

14.9

Health 0.0 0.0 0.0

Home Economics (Gainful) 0.0 0.0 0.0

Business 0.0 0.0 0.0

Technical 4.5 18.1 15.5

Mixed: Total Gainful Non - gainful 62.5 58.4 62.8

Gainful Only 57.1 54.5 62.8

Trades and Industry 01.5 33.8 30.1

Agriculture 77.8 46.5 48.0

Distributive Education 61.3 58.3 62.6

Health 95'.8 73.6 86.0

Home Economics (Gainful) 0.0 0.0 0.0

Business 39.5 53.8 75.1

Technical 0.0 0.0 59.7

Home Economics (Non - gainful) 71.0 74.2 0.0

Traditional: Total Gainful & Non-gainful 85.2 86.8 84.7

Gainful Only 85.0 89.4 89.7

Trades and Industry 97.5 96.1 92.2

Agriculture 0.0 0.0 0.0

Distributive Education 0.0 0.0 0.0

Health 87.7 89.4 87.3

Home Economic (Gainful) 85.8 73.9 78.9.

Business - 82.9 93.8 93.7

Technical 0.0 0.0 0.0

Home Economics (Non - gainful) 85.4 85.3 81.5

SOURCE: Based on data from U.S. Department of Health, Education, and

Welfare, Bureau of Occupational and Adult Education.

* Percentage of women enrolled in vocational education courses nationally,

1972. Non-traditional (NT) 0.0 to,25%, Mixed 10.0 25.1% to 75.0%,

Traditional (T) 3 75.1% to 100%.

125
Analysis of New Mexico Detailed Enrollment Data, 197271978

Non-Traditional

Agricultural. The percent women enrolled in Agricultural courses

increased more from 1972 to 1978 than the U.S. average. Number of

women enrolled increased from 45 in 1972 to 1,050 in 1978:

% Women 1972 1978

NM :1.2% 21.2%

U.S. 3.9 13.1

Detailed programs. Over 90% of the women in Non-traditional

Agricultural were in Agricultural Production -in 1978, whereas

nationally, only 72% of women in Non-traditional Agricultural

were in Agricultural Production.

Technical. The percent women enrolled in-Technical courses increased

similarly to the U.S. Number of women in Non-traditional Technical

Courses was yery'small with only 200 by,1978.

% Women 1972 1978

N.M. 4.5% 15.1%

U.S. 8.6 16.7

Trade and Industrial. The percent women enrolled in Trade and

Industrial courses in New Mexico in 1978 was 5.6 %, an increase from

only 3.1% in 1972. In both cases percent enrollment in New Mexico

was less than the national.

Detailed programs. In 1972 women were enrolled in only 5

Trade and industrial courses; by 1978 women were enrolled in

27 courses.

Although women increased in Drafting and Graphic Arts, as they

did elsewhere in the. U.S., in New Mexico women also increased

in Other Metal Working (25.3%), Woodworking (26.0%), and

Electrical (11.3%).

Mixed

The percent of women enrolled in Mixed courses in New Mexico (62.8%) in

1978 was higher than Era the U.S. (55.7%). This was particularly true

for Distributive Education (62.6% vs. 52.5%), Health (86.0% vs. 57.7%),

and Business (75.1% vs. 605%).

Distributive Education. Enrollment of women in Distributive courses

doubled between 1972 and 1978 from 1,000 to 2,150.

Detailed programs. Women were concentrated in General Merchandise, Apparel and Accessories, Food Services, and Miscellaneous.

126
Traditional

The percent of women in Traditional courses decreased between 1972 and

1978. This was related particularly to a decrease in Traditional Trade

and Industrial courses.

Trade and Industrial. Number of women in Traditional Trade and

Industrial dropped from 2,100 in 1972 to 150 in 1976 to47 in 1978

because of a drop of enrollment in Cosmetology.

Percent women decreased in Typing. Total enrollment of

Students between 1972 and 1976 dropped from 9,700 to 500; the number

of women dropped from 7,500 to 450.

Health. Enrollment of women in Traditional Health courses remained

constant between 1972 and 1976 bu. increased between 1976 and 1978.

Mostof the increase occurred in Practical Nursing and Nurses' Aide.

courses.

Business

127
NEW YORK

Summary Analysis

State Reno

In addition to the complex -Set of equity activities. in New York, the

SACVE provided more recommendations than most .other SACVEs and the state

responded to most of them. Even in New York, however, the state felt

that funds for day care must come from the local level because of limited

funds available at the state level.

A balanced variety of programs was funded at the $730,000 level by the

state.

The State Plan required (This and action plans .11e LEA level. The

state established criteria and guidelines to assist local school personnel in improving sex equity. They required evaluation by Local

Advisory Councils and established criteria for such evaluations. They

promoted the hiring of professional women in administrative and super.-

visorypositior7 :yid of men and women for non-traditional teaching

positions; and pre-service training of vocational education teachers on

elimination of sex bids.

Unlike most states, New York addressed the problem of training for teenage parents.

Enrollm_ Data

New York had a major increase,in pereent women enrolled in Non-traditional

courses by 1976; but there was a drop enrollment in Trade and Industrial

between 176, and 1978 due almost entitleIst't9 the drop in the "Trade and

'Industrial, Other" classification. Without ".Trade and Industrial,

Other," the New York average, was-proportionately better than the

All other Non-traditional courses had increases by.,, 1978, but the major

gains in New York, as in other states, were in those without a strong

male role image (Drafting, Graphic Arts, Law Enforcem6t

128
Women made major gains in Mixed training areas, particularly in Business

and Health. Men made relatively small gains in courses Traditional for

women except for their increase in Home EconomicS Gainful and Non-gainful.

New York's enrollment data was not as positive as might have been expected

based on their efforts to bring about institutional change at the state

and LEA l'rvels The enrollment data should be watched to det rmine if

additional gains are made in the next few years.

This is not to suggest that New York did not make progress; it did.

Starting with a low level of men and women in courses Non-traditional

for their sex, the state increased enrollment of women in Non-traditional

and Mixed courses. The two major areas that showed relatively little

change were enrollment of men in courses Traditional for women (except

in Home Economics), and women in Non-traditional Trade and Industrial

courses with a strong male role image.

129
Analysis of New York State Reports

SACVE Recommendations

The Council recommends that staff of the Women's Unit should meet with

the staff of Career Education to assure that equity issues are included

in planning for career education.

State response. Staff of the Women's Unit has met with staff of

Career Education and has made recommendations.

The Council is concerned that no funds have been made available for

child care.

State response,: The state is encouraging LEAS and commun.

colleges to make provisions for child care locally.

y

The Council-recommends that a survey should be made of local administrators to determine what problems they are having locally in eliminating sex bias.

State response.. This information has been gathered through the

locad action planning process. Grants have been made based on the

prohlemi identified.

The Council recommends that MorOb data be gathered and disseminated on enrollment of students and employment of teachers and administrators in

non-traditional courses.

State !(zp1. All data required by the VEA regulations are being

collected, and analyzed.

_..J The Council recommends that steps to be taken to bring al units

compliance should be issued.

State response. All occupationally related instruction units

required to develop a plan of action to eliminate Sex bias.

nto

are Council res'onse, .This is a good start, but other units, such as VocatiOnal Guidance and Counseling and Career Education should also

be- scrutinized- Somqone should be assigned' to carry out this

function:

The Council recommends that the funds that are assigned-are inadequate

to carry out the functions of the SeX Equity Coordinator.

State resonse.. Additional funds have been made available.

Public Hearing Comments

No comMents related to sex equity were identified.,

130
MERC/Q Findings

No MERC/Q was conducted for New York.

State Plan

The following procedures established by the state emphasized a required

planning procedure by the LEA which establishes both goals and an action

plan before a LEA can obtain funding from the state:

Establish goals and action plans as part of the planning

process in.all educational institutions in the state that

promote equal opportunities for all students at all eduCational : Develop criteril, guidelines, and checklist, to assist in identifying sex bias and sex stereotyping in programs and funded,

projects to help local school personnel make improvements.

Require local advisory council to develop criteria for evaluating programs and procedures that encourage the elimination

of sex bias, sex stereotyping,, and sex discrimination.

Promote the certification and hiring of professional women in

occupational education for adminstrative and supervisory

positions at the state and local levels.

;Recruit women and men for non-traditional teaching positions

to provide ositive role model for students.

Assist 2 and 4 year teacher education college staff to analyze,

and improve the contents and approaches used in recruiting

women in non-traditional programs.

Support efforts in pre-service education to eliminate sex bias

attitudes in the preparation of occupational teachers, thereby

changing attitudes before they reach the classroom.

Analyze existing and/or prepare new curriculum resources and

recruiting materials that eliminate sex bias and stereotyping

and show the accomplishments and contributions of women pl.

various roles.

Insure that funds are allocated for program activities, services, facilities, and equipment equally for females and

males.

Provide occupational- training programs, counseling, special

services, and job placement for teenage parents, women returning

to the labor market as a result gl economic need pi- changed

marital status, women seeking jo in non - traditional areas,.

single heads of households, and homemakers who work part-times

and desire full-time employment.

131
Pro,ram,Descriptions

A total of $729,678 'was allocated to "Grants to Assist in Overcoming Sex

Bias." Twerity-six projects received funding:

Recruit qualified area women for the Engineering and Industrial

Technologies Program by developing new career awareness literature

and by providing counseling, ih-service seminars and tutorial and

job placement services.

Provide training opportunities in non-traditional areas for women

of all ages by developing and-implementing special recruitment and

counseling strategies.

Create awareness of non-traditional career opportunities and increased

porticipation in such occupations through group and individual counseling, a lecture series on non-traditional career. opportunities

for women, and seminars on job search and employment skills.

Reduce sex bias and stereotyping in occupational education through

the involvement of business and industry in work experience programs

and job placement, and through curriculdm revision and development.

Raise the awareness level of adminiitrators, parents, guidance

counselors, and students through pre-service and,in-service activities, review of current guidance and,recruitment materials, and , the development of a newpromotional brochure on elimination of sex

bias Sid stereotyping in occupational 8liucation.

Conduct in three locations an in-service workshop on overcoming sex

bias. and stereotyping in vocational education.

Conduct statewide training of in-service teams f_or reducing sex

stereotyping with the goal of eliminating sex stereotyped attitudes,

behaviors, and expectations of secondary school personnel and

adolescents, and expanding occupational and total life expectations

of adolescents.

Involve teachers, guidance counselors, and administrators in a

graduate credit course for teachers ow-sex -fair curriculum development for occupational education.

Develop and implement programs on technology for women high school

students through the joint effort of guidance counselors, faculty,

and local industry representatives, in order to bring about attitudinaland behavioraLthanges that will make technical career training

a feagible choice for the students.

Develop recruitment materials to attract females to courses in

engineering technologies.

Conduct activities designed to reduce sex bias and stereotyping in

an attitudinal change and skill development program, in.conjunctibn

with business and' industry, in .order_to:increage the employability

of women in the area.

132
-Develop a-Fishbein-type evaluation-model that will predict the presence of sex-fair teaching behaviors-in the classroom.

Assess. Current achievements of the New York City Board of Education

in meetingpex equity objectiveS; and develoo.Capacityfor meeting

these objectives in secondary and pastsecondary institutions offering

occupational programs, in central office:occupational administration,

and in vocational advispry councils.

Provide a summer secondary program in auto and electronics trades

to encourage movement of women students into trades tradit nal

for ten.

Conduct a needs assessment identifying education- related needs of

women who are highly motivated to return to school for engineering

and computer science degrees.

Provideworkshop training for 350 people statewide:.in GAMES' (Games

to Achieve the Mandate for Equality in Schools), an occupational

education project for secondary school' counselors and administrators

involved- with students making career de-isions.

Eliminate sex bias in vocational youth organizations,

. - Conduct in- service workshops for occupational education staff

designed to eliminate sex bias and stereotyping.

Expand career options for all students to reduce sex bias in the

schools, K-12; by develbping in couselors, teachers, and administrators the necessary awareness, knowledge, and skills.

Assist in the certification and promotion of four women candidates,

in educational administration through paid supervisLJ internships

and assistance in job seeking activities.

Conduct in-service courses for junior and senicr high 'school occupational education staff in a learing center; evaluate text books

and materials; meet with counselors and other staff to develop student

recruitment approaches for expanded vocational roles; enroll some students in non-traditional courses; and survey learning center students and teachersto determine perceptions of teacher- attitudes and

sex biases.

Conduct a Sex equity conference'for guidance counselors and occupation

education teachers, a staff training course for project participan1.

and group guidance sessions with 10th'grade students; develop

and disseminate a bias-free guidance module for use by counselors.

Centralize and update a statewide pool of qualified leaders to

enhance the potential for women administrators to enter educational

supervisory and management positions; develop in cooperation with

the Commissioner's Statewide Advisory Council on Equal Opportunity

for Women, District Superintendents, and the State Education Department's Occupational Education Special Pro rams.

133
Develop a manual for teachers and administr4to s for use in working

with students in non-traditional job training; a manual for guidance

counselors to help them help students participating in non-traditional

job training;- and a slide presentation and narrative in each major

occupational area in which sex stereotyping preVails.

Conduct a multi-faceted career awareness program to recruit and

train women for non-traditional occupations, including liaison with

local employers for orb-site job experiences and visitations to role

models

Dis laced homemakers. Vocational Instruction and Education for

Women (VIEW), a program Of career counseling, job skillS development,

and supportive services targeted at area women who areheads of

households, priM4ry wage earners, divorced, or an ethnic minority,

and are seeking career retraining.

Budget Data

FY 1978

Allocated

FY 1978

Purpose Expended

Sex Equity Personnel $ 50,000 50,000

Support Services to Women -0- -0-

Day Care -0- -0-

Displaced Homdmakers: Post-secondary 175,000 81,000

Secondary 100,000 No data

Program Improvement and Support

Services 800,000 800,000

Curriculum 1,220,000 No data

134
Women enrolled in Non-traditional, Mixed and Traditional categories

by occupational training area and year, New

INon - traditional: Total . Trades and Industry

Agriculture

Distributive Education

Health

Home Economics (Gainful)

Business

Technical

[-

Mixed: Totpl Gainful & Non- ainful

Gainful Only

Trades and Industry

Agriculture

Distributive Education

Health

Home Economics. (Gainful) u Business

Technical

Home Economics (Non-gainful)

Traditional: Total Gainful Non - gainful

Gainful Only

Trades and Industry

Agriculture

Distributive Education

Health

Home Economics (Gainful)

Business

Technical

Home Economics(Noty-gainful

1972 1976 1978

percent)

6.0 11.8 10.1

5.] 12.3 7.8

6.8 16.9 22.7

58.9 50.0 11.8

0.0 0.0 0.0

0.0 0.0 0.0

0.0 0.0 0.0

7.5 7.5 13:5

58.8 52.8 59.2

51.8 51.2 58.4

31.9 32.1 62.0

23.6 53.5 57.5

44.9 47.7 54.2

63.6 59.7 74.0

0.0 0.0 0.0

56.1 54.4 57.9

5.5 28.1 27.9

98.1 84.4 85.0

94.3 84.4 83.5.

87.9 88.7 88.1

93.3 88.0 91.3

0.0 0.0 0.0

0.0 0.0 0.0

91.8 88.4 88.5

83.3 85.1 76.5

86.8 89.1 88.7

0.0 0.0 0.0

98.1 81.5 80.5

SOURCE: Based on data from U.S. Department of Health, Education, and

Welfare, Bureau of Occupational and Adult Education.

* Percentage of women- enrolled in vocational education courses nationally, , 1972. Non-traditional (NT) = 0.0 to 25%, Mixed (M) 25.1% to 75.0%,

Traditional (T) = 75.1% to 100%.

135
Analysis York Detailed Enrollment Data 1972 -1978

Non-Traditional

Agricultural. The percent women enrolled in Non-traditional Agricultural courses in New York (22.7%) was much higher than that of the

U.S. in 1978 (13.1%).

Enrollthent of men expanded little between 1972 and 1978 (16,500 to

17,300) while enrollment of women almost quadrupled (1100 to 3900).

Expansion occured in all programs.

- Technical

Technical

The percent of women enrolled in Non-traditional

courses increased between 1972 (7.5%) and 1978 (13.5%).

The number of women enrolled more than doubled between 1972 and

1978 (2350 to 5800).

Detailed programs, Areas of major expansion included:

1972 1978

Architectural Technology 6.9%

Industrial Technology x, 4.6 15.7

Mechanical Technolgoy 6.6 14.2

Chemical Technology 16.8 30.2

Trade and Industrial (T&I). In New York the percent women in Nontraditional Trade and Industrial increased froM,5.1% to 7:8% in'1978

while the increase for the U.S. was 5.4% to 9.570\ In 1976 howeverl

New York had 12.3 % women in Trade and Industrial t bile the U.S. had

only 7.8%.

The number of women enrolled in Non-traditional Trade and industrial

Was 3,700 in 1972, rose to 17,800 in 1976 and then decreased to

12,900 by 1978. The major cause of this decrease was a 6,000 drop

fro61976 te0978 in those enrolled in "T&I, Other" courses. A4ithout "T&I, Other," Non-traditional Trade ..anclIndustrial in New York.

was 11.9% - higher than the U.S. without "T&I, Other," 8.2%:

Non-traditional T&I 1972

N.Y. 5.1%

U.S. 5.4

"T &I, Other'

N.Y.

U.S.

24.8%

18.7

Non- aditional T without "T&I Oth

N.Y. 3.0%

U.S. 4.3

136

1976 1978

12.3% 7.8%

7.8 9.5

68.6% 20.7%

26.1 24.7

6.3% 11.9%

6.5 8.2
Detailed_aaEE!. The-.major areas of expansion

1972

were:

- 1978

Drafting 4.7% 12.1%

.Graphic Arts 11.1 23.7

Law Enforcement 6.4 30.3

Mixed

The percent of wown increased; enrollment of women in

doubled between 1972 and 1978.

fixed courses

Business. Greatest expansion of enrolime t ws in Supervisory and

AdminiStrative Management, and Accounting and Computing.-

Health. Percent women enrolled in Mixed Health (75%) was, higher,

than U.S. (58%) in 1978.

Trade and Industrial. The percent women in Mixed Trade and Industrial

in New York (62%) was much hither than for the U.S. (47%) in 1978.

Traditional

Home Economics. The ,only gain for m.

gainful Home Economics.

was in bath Gainful-and Non-
.OHIO

Summary Analysis

State Reports

Ohio's reporting system was different from other states', consisting

mainly of computer printouts. Projections based on reports of the LEAs

and community colleges are developed by computer. The result. is a

reporting system rather than a planning system. Therefore.resnonses

could not be compared to other states' planning procedures, nor was there any way to analyze the activities withodt additional knowledge of

the system or descriptions of the programs. Appendix G of the Plan, The

Report of the Sex Fair Coordinator, provided most of the information

used in'tbis, stndy to describe. the Ohio planning process.

Enrollment Data

1972 )hio enrollment of women was close to the U.S. ,Since then;

except in Agricultural, Ohio has fallen slightly behind the U.S.

In Trade and Industrial, the number of women increased in a variety of

occupational training areas, but the percent women increased mainly in

the courses without a strong sex role image such as Drafting and Graphic

Arts.

There was a major increase women in Mixed v. __ms except Health.

Men increased 'only slightly in,Home Economics,

138
Anal sis Ohio State Re s SACVE Recommendations

State Board should take steps to attract women and minori ies to vocational education and'to eliminate all discrimination.

State response. Efforts are going on in terms of workshops, materials, evaluation, planning, and reporting. Workshops and materials

will be developed in FY 1979.

Vocational edUcation and CETA should seek occupational preparation solutions to unemployment.

State response. There are daily ongoing linkage between vocational

education and CETA.

Public Hearing Comments

No comments related to sex equity were identified.

BOAR. Staff eport

,Five year plan should be revised to describe Ohio's program for displaced

homemakers and other special programs.

MERCM Finding!

No MERC/Q was conducted for Ohio.:

State Plan

Each Vocational Education Planning District had a,sex equity plan of

action as a section of its application; it included 9 goals:

Enrollment patterns in all vocational:education programs which have

80 percent or more enrollment of one sex will be examined for

indicators of sex bias, sex discrimination, and sex stereotyping.

The hiring and firing-of vocational-personnel will be implemented

according tc state and Federal laws with regard to sex.

Recruitment and descriptive information about vocational education

programs will have statements that the program is available to all

persons regardless of sex.

Effective action will be taken toward recruiting both males and

females into' programs dominated by member of one sex.

139
Positive action will be taken by'counselors in the State to eliminate sex bias and sex stereotyping in student selection of vocational

education courses or career decision-making.

Administration, guidance, and instructional personnel will receive

training in procedures and strategies in overcoming sex stereotyping,

and sex bias.

.Cooperative and work experience programs will make agreements only

with those employers who do not discriminate against employees on the basis of race, sex, or other discriminatory criteria.

Currriculum materials used in vocational education programs will be

reviewed and revised for the purpose of eiminiation of sex bias,

sex stereotyping, and sex discrimination elements.

Job information about the programs will emphasize career opportunities for males and females.

1?rt2s1p112rLptions

Incentive grants were made for planning, materials development, and

graduate study.

Plan expressed a need for research on effectiveness of vocational

education in serving needs of urban women, minority women

women, handicappediwomen, Appalachianrural women, and disadvantaged

women. Budget Data

Purpose

Displaced Homemakers

Support for Women

Sex Bias Eradication

Sex Equity Staff

140

Fl '78: '78

Allocated 1,x ended

$103,000 1,000

1,000 1,000

2,000 2,000

50,000 No data
Women enrolled in Non-traditional, Mixed and Traditional categories

by occupational training area and year, Ohio

1972 1976 1978

(percent)

Non-trad

Trades and Industry

AgricultUre

Distributive Education

5.6

5.1

6.3

7.1

11.1

10.3

8.1

14.0

11.5

Health 0.0 0.0 0.0

Home Economics (Gainful) 0.0 0.0 0.0

Business- 0.0 0.0 0.0

Technical 5.5 8.2 4.5

Mixed: Total Gainful & Non-gainful 55.1 47.2 55.3

Gainful Only 49.6 45.6 53.7

Trades And Industry 52.7 48.0 50.7

Agriculture 43.2 56.2 62.5

Distributive Education 51.0 48.6 50.4

Health 79.9 24.6 39.8

Home Economics (Gainful) 0.0 0.0 0.0

Business 46.3 50.9 73.9

Technical 21.2 0.6 .0.0

Home Economics (Non-gainful) 65.2 65.3 67.5

Traditional: Total. Gainful & Non-gainful 94.1 88.3

Gainful Only 94.5 93.6

Trades and Industry 98.3 97.7

Agriculture 0.0 0.0

Distributive Education 0.0 0.0

Health 97.0 95.8

Home Economics (Gainful) 86.0 85.1

Business 95.5 95.8

Technical 0.0 0.0

Home Economics (Non - gainful) 93.9 85.6

6.7

94.2

98.1

0.0

0.0

95.2

85.1

97.1

0.0

82.6

SOURCE: Based on data from U.S. Department of Health, -: .Education,

Welfare, Bureau of Occupational and Adult Education.

* Percentage of women'enrolled in vocational education courses nat!cnally,

1972. Non-traditional (NT) = 0.0 to 25 %,.Mixed 25.1% to 75.3%,

Traditional (T) = 75.1% to 100%.

141
Anal sis of Ohio Detailed Enrollment Data 1972-1978

Non-Traditional

Agricultural. Increase in.percent women was similar to the national

increase, with Ohio consistently at least. one percentage point above

the U.S. average. . % Women 1972 1976 1978

Ohio 5.1% 11.1% 14.0%

U.S. 3.9 9.6 13T1

Number of women increased from 1,597 f.n 1972 to 5,029 in 1978.

1241fLp12grame. Most of the increase occurredin Agricultural Production -with 4,300 women (14A%) by 1978.

Technical: Numbers of total students were small and dropped from

1972 to 1978. The numbers of women increased by 1978. but still

were small, particularly in the light of the large number of total

students enrolled in vocational education in Ohio.

Trade and'IndustriaL Increase.in percent women enrolled in Ohio"-

was less than the increase in the U.S.:

°h Women 1972 1978

6hio 5.6% 8.1%

U.S. 5.4 9.5

Number of women increased from 5,100 in 1972 to 11,215 in 1978.

Detailed programs. Major increases in percent women occurred

in Other Construction (14.4%), Custodial'ervices (47.5 %),

Drafting (17.4%), Graph4c Arts (29.3%), Law Enforcement (10.9%),

and Trade and Industr.al Other (27.1%). Machine Shop (4.1%),

Electrical Occupations (4.1%)? and Firefighter Training (1.4%)

increased in numbers, but percents remained low.

Mixed and Traditional

The number of women in Mixed courses increased greatly from 1972 (34,200)

to 1976 (59,500) and then dropped slightlyby*1978 (55,000). This decrease

occurred mainly in Distributive and Business Education.

The percent women enrolled in Traditional courses in Ohio by 1978 (

was considerably greater than in the U.S. (85.7%).

Women's enrollment in Traditional courses wEls similar to the pattern in

Mixed, courses.- Enrollment nearly doubled between 1972 and 1976 but

decreased slightly between 1976 and1978.

142
Mixed

Business. In 1978 the percent-of women enrolled in Mixed Business

in Ohio (73.9%) was greater than in the U.S. (60.5%).

petailedprograms. In 1972, the U.S. percents of women in the

two largest Mixed Business programs were higher than the Ohio

percents, but by 1978 Ohio's were much higher than the U.S.

averages.

% Women 1972 1978

Accounting & Computing. Ohio .49.1% 187.-2%

. U.S. 59.8 66.1

Business Data Processing Ohio 41.2%. 73.3%

U.S. 49.0 62.4

Distributive Education. The percent of women enrolled in Mixed

Distributive Education courses remained the same. in 1972 and. 1978.

However, the-total number of students peaked in 1972 and dropped by

1978.

Health. In1978 the percent women enrolled in Ohio (39.8 %) was.

considerably less than the U.S. (57.7%).

Number of women in Mixed Health courses increased greatly between

1972 and 1976 and again slightly between 1976 and 1978.

\Trade and Industrial. 'umber of:women in Trade and Industrial

'Mixed courses continued to increase from 1972 to 1978.

Home Eco- nomics. In both Gainful and Non-gainful Home Economics

courses the percent women decreased between 1972 and 1978. The

numbeys of both men and women increased only slightly. .
OKLAHOMA

AnalysisState RecEEt1

The State Plan, was practical and persuasive. .A planning and priority

SysteM wa established based on careful data analysis of relevant performance factors. On the basis of the Plan, the enrollment. data could

have been expected to reflect more gains for women than they did.

Funds were expended on the Sex Equity Coordinator some-were to be

expended on programs as well. A displaced homemaker program was.suppOrted by a state law, and expected-to be operational - 1980.

Enrollment Data

Women's gains in Non-traditional courses were greatest in Trade and _ Industrial courses in which they did not make appreciable. gains" nationally. Although there were gains in Agricultural,the sta 's-average waa

very low in 1972 and still well below the national average in 1978,

- There were no gains in TeChnical courses although Oklahoma was slightly

above the national average..n-1972.

Women were above the national average in Mixed programs'. There were,ne

,gains for men in programs Traditional for women..

144
Analysis_ of Oklahoma State Re .o

SACVE Recommendations

Recommended support services to encourage more women to participate in

non-traditional programs.

State response. A number of support services for women, day care,

services, and special services for homemakers are currently available in the regular programs of instruction. Programming in these

categories:was limited due to limited resources.

Public Hearing Comments

No comments related to sex equity were identified.

F BOAE Staff Report

No six equity issues were identified.

MERC/Q Findin s

No MERC/Q was conducted for Oklahoma.

State Plan

Established a system for analyzing male/female enrollment, and established priorities and programs based on that analysis. Enrollment was

to be aggregated by sex, by type of institution, by level, by program

area,- -and by economic region. This data was to be analyzed to determine

if statistically significant changes in enrollment patterns by sex had

occurred; whether change was greater inrxuralor urban area, in AVTS or

comprehensive high schools, fo'r.adults tr secondary students, for men or

women;.andjn which programmaticareas .change occurred.

The Plan reported th.1, a review of the initial 1977-1978 enrollment

indicated minor' changes in male/female enrollment. There appeared to-be

a higher increase in non-traditional enrollments in comprehensive high-.

schools than in area noels, and a slightly higher increase in'nontraditional enrollme is in urban areas,

The Plan noted that answers to these xiestions would provide-direction

for personnel charged with Assisting the State. Board in eliminating sex

bias and sex role stereotyping in vocational programs.

145
Prorair-att-ons

Although no sex bias studies were funded, proposals for research in

identifying sex barriers were prepared and presented to the State

Advisory Council.

Severaischoosestablishectlocal model programs and were sharing their

experience with other schools through state department staffNo supplemental monies were expended.',

Dil.placedernakers. A displaced hoffiemaker bill was passed and

signed by the Governor on\Mareh 29, 1978. The state. department

issued a request for a pilot multipurpose service center for dis-

. placed homemakers, to be fUnded- in FY '80.

111.1dget Data

Purpose

FY '78

AllocaL

FY'78 ' Expended

Full-time Personnel $ 50;000 $ 52,031

Displaced Homemakers 5,000 -0-

LEA. Model Projects 20,000 -0.. Incentives to LEAs 10,600 1,900

Guidance and Counseling 33,153 -0-

Parenthood Education 5,000 -O-

., * Annual projects from the five year plan.

146
Women enrolled in Non-traditional, Mixed and Traditional categories

by occupational training area and year, Oklahoma

1972 1976 1978

(percent)

Non-traditional: Total 5.0 5.4 9.0

Trades and Industry 7.2 5.8 9.8

Agriculture 1.2 3.9 7.4

Distributive Education 15.9 6.6 11.0

Health 0.0 0.0 0.0

Home Economics (Gainful) 0.0 0.0 0.0

Business 0.0 0.0 0.0

Technical 9.8 9.1 10.0

Mixed: Total Gainful & Non-gainful 55.2 50.5 58.2

Gainful Only 54.9 51.9 61.5

Trades and Industry 44.3 51.0 57.2

Agriculture 17.7 39.7 32.9

Distributive Education 56.3 52.6 60.0

Health 88.5 62.0 65.0

Home Economics (Gainful) 0.0 0.0 0.0

Business 46.8 51.3 70.3

Technical 11.9 33.0 34.8

Home Economics (Non-gainful) 74.3 42.8 46.0

Traditional: Total Gainful & Non-gainful 94.4 94.6 93.8

Gainful Only 92.3 91.7 93.4

Trades and Industry 91.5 94.3 95.7

Agriculture 0.0 0.0 0.0

Distributive Education 0.0 0.0 0.0

Health 91.3 89.6 92.7

Home Economics (Gainful) 90.7 90.6 89.4

Business 93.6 93.3 95.9

Technical 0.0 0.0 0.0

Home Economics (Non-gainful 95.3 96.7 94.1

SOURCE: Based on data from U.S. DepartMent of Health, Education, and

Welfare, Bureau of Occupational and Adult Education.

* Percentage ofwomen enrolled in vocational education courses nationally,

1972. Non-tra04,Aonal (NT) = 0.0' to 25%, Mixed i)0 25.1% to 75.0%,

Traditional (T) 75.1% to .100%.

147
Anal is of Oklahoma Detailed Enrollment Data, 1972-1978

Non-Traditional

Algsjcultural increase in percent of women enrolled was less than

the national increase and the percent of women enrolled was subgtan-

\ tially lower thdnithe national percent in all three years, 1972,

1976, and 1978.

Enrollment of women went from 280 in 1972, to 1,167 in 197 -6, to

2,600 in 1978.

Detailed programs. Increases of women occurred in every

program except Forestry with the bulk of the increase in

Agricultural Production.

Technical. Percent of women in Non-traditional Technical courses

was vir ually the same in 1972 (9.8%) and 1978 (10.0%) while nation-

,ally th- percent of women in Non-traditional Technical courses rose

continually (8.6% to 16.7%).

The actual number of women enrolled was small; it increased' from

480 in 1972 to 684. in 1976 and then decreased to 263 in 1978. At

-the same time, enrollment of men increased from 4200 in 1972 to

1,500 in 1976 and then also dropped to 2,500 in 1978.

Detailed programs. By 1978 three out of four women in Nontraditional Techical courses were in Police Science.

Trade & Industrial. Although the national percent of women increased

.continually (5.4% to 9.5%), in Oklahoma the percent of women decreased

between 1972 (7.2%) And 1976 (5.8%). Ihe percent of women thenincreased 4 points between 1976 (5.8%) and 1978 (9.8%) even though

male enrollment increased an .additional 25,000. Enroliment.of

women went from 2,000 in 1972 to 6,100 in 1978.

pfl2ilf,JLTI22I2p!. Half of the increase which occurred between

1976 and 1978 was in Electrical Occupations where enrollment

of woven increased by 2,400. Enrollment of women increased by

100 or' \more in 10 other courses.

Mixed

The percent women nro1led in-MiXed courses increased from 54.9% in 1972

to 61.5% in 1978. Ihis pattern was similar to the national increase

from 40.6% to 46.7L but the representation of women was much higher in

Oklahoma. -Enrollment of women in Mixed courses increased steadily from

1972 to 1978 (7,300 to 15,600).

Business Increase of women in Mixed Business occurred almost

exclusively in Accounting and Computing.

148
Health, Enrollment of women decreased from 1,300 in 1972 to 600 in

1978. Enrollment of men in Mixed Health also decreased.

Traditional

Total number:of students in Non-gainful Home Economics tripled between

1972, and 197$. The increase occurred in Institutional and Home Management, Care and Guidance of Children, and Food Management, Production and

Services. Enrollment of women in Non-gainful Home Economics decreased

only slightly from 30,500 in 1972 to 26,000 in 1978; the major decrease

in enrollment occurred prior to 1976. The percent women enrolled remained the same.

149
OREGON

um ary Analysis

State Reports

Although the MERC/Q raised several issues of non-compliance, Oregon was

apparen-.1y comitted to sex equity. Still missing were specific provisions

requiring programs at the local level.

If the knowledge gained from the SACVE study is applied, it should prove

useful to Oregon and to other states as well.

In -ent Data

The state had a relatively high percent of women enrolled in 1972. It

was still above the national average in 1978- but the only major increase

between 1972 and 1978 was in Agricultural.

There was a decrease of women in all Mixed programs and a particularly

large decrease of women in Mixed .Business courses. Men made major gains in programs Traditional for women; this was particularly true for Non gainful Home Economics_ The large increase in

numbers of men in all courses affected the percents of women enrolled

in Oregon.

150
Analysis of Oregon State Reports

SACVE Recommendations

There are no role models in the schools to asList in reducing sex bias.

State should encourage training and placement of qualified men and women

vocational instructors in non-traditional areas.

SACVE undertook a study at the public hearing to determine whether the

Annual and the Five Year State Plans were achieving their intended

purposes. The study found that of the vocational teachers and administrators interviewed,\37% were not familiar with the State Plan, 29% had

only a vague understanding of its contents, and 34% who were familiar

with the Plan mentioned a number of problems:

Goals are too genera

Not relevant to many curricula;

Too much emphasis on disadvantaged, handicapped, and

women; and too many restrictions;

Too idealistic; and

No enough copies distributed.

General administratori, Advisory Council members, employers, an Board

members who were interviewed were even less familiar, as a grci.D, with.

the Annual Plan than vocational teachers and administrators._ Fiftyseven percent indieated.they had not heard of the Plan and 18% were only

vaguely familiar with it.

Most of the respondents perferred passive provision of equal opportunity

to active recruitment of students into non-traditional occupations'.

They hased'this preference on: (1) community pressures and values, (2)

student values, and (3) difficulty in offering a realistic schedule of

courses for both sexes. The following improvements were suggested:

Eliminate sex bias in textbook materials.

Pequire teachers to develop-goals related to non - traditional

education in their work plans.

Require attendance of vocational ins uctors at workshops

which explain problems of sex equity.

Make students, particulary eighth grade 'students, more aware

of employment opportunities in non-traditional fields.

- Publicize the advantages of entering non-traditional caree

and reduce the stigma associated with this type of choice.

151

5,
Improve guidance and couseling, especially at junior high and

elementary. school levels.

Provide opportunities for studentS to see members of their own -Sex working in non - traditional occupations.

Publicflearin Comments

(Sex equity received specific emphasis in public notices of the, hearing). Concern was expressed regarding the insufficient preparation of vocational instructors in the area of sex equity and regarding theinsufficient

efforts being made to recruit women into non-traditional occupational

areas. BOAE Staff Rert

No sex equity issues were identified.

MERC/Q Findings

Increased information on progress toward sot equity should be provided

to National and State Advisory Councils= on Vocational Education. State

Advisory Council should evaluate vocational education programs to over- conm sex biai. No evidence that state has addressed problems identified

as a result of itg Title IX self-evaluation. Insufficient evidence of

State compliance.

prt, ramDescriptions,

A project on elimination sex bias for Abk. students was approved.

Projects projected,in 1978 included elimination of sex bias in

guidance and counseling at secondary and post-secondary levels.

Displaced homemakers. -Post-secondary education agencies to provide

training, employment, and placement services for displaced homemakers.

Budget Data

FY '78 FY '78

Allocated Expended

Day Care Services -C- -0-

Support Services $ 18,000 $ 47,458

Sex Bias Personnel 50,000. 30,382

Guidance and Counseling 20,000 No data

152
* Women enrolled in Non-traditional, Mixed and Traditional categories

by occupational training area and year, Oregon

::4-traditional: Total

Trades ind Industry

Agriculture

Distributive Education

Health'

Home Economics (Gainful)

Business

Technical

Mixed: Total Gainful & Non-gainful

Gainful Only

Trades and Industry

Agriculture

Distributive Education

Health

Home Economics (Gainful)

Business

TechnicalHome Economics (Non-gainful)

Traditional: Total Gainful & Non - gainful

Gainful Onij

Trades and Industry

Agriculture

Distributive Education

Health

Home Economics (Gainful)

Business

Technical

Home Economics (Non-gain ul)

1972 1976 1978'

-(percent

12.0 10,4 14.0 1

13.6 8.6 13.3

9.8 21.7 24.2

1.6 9.0 0.0

0.0 0.0 0.0

0.0 0.0 0.0

0.0 0.0 0.0

3.7 8.5 8,4

54.2 54.9 50.7

54.2 54.9 50.7

42.4 58.5 65.6

29.2 36.6 43.7

44.4 56.7 47.4

15.6 48.9 55.1

0.0 0.0 0.0

63.0 5.8 53.2

0.0 0.0 0.0

0.0 0.0 73.9

89.5 90.8 75.6

86.8 83.7 80.9

78.9 82.1 53.1

0.0 0.0 0.0

0.0 0.0 0.0

98.4 92.2 86.5

75.2 78.8 76.3

87.7 83.1 82.2

0.0 0.0 0.0

90.6 95.0 72.0

SOURCE: Based on data from U.S. Department of Health, Education, and

Welfare, Bureau of Occupational and Adult Education.

* Percentage of women enrolled in vocational education courses nationally,

1972. Non-traditional (NT) = 0.0 to 25%, Mixed M) a 25.1% to 75.0%,

Traditional (T) 75.1% to 100%.

153,
ApAiyicLfLAlsgclri Detailed Enrollment D

Non-Traditional

Mixed

to '972-1978

Agricultural. The national percent of women enrollees increased

from 3.9% in-1972 to 13.1% in 1978, but in Oregon the perce;nt women

was 9.8% in 1972 and rose to 24.2 by 1978. Number of women enrolled

went from 468 in 1972 to 1,523 in 1978.

Technical. Percent women enrolled in Non- traditional Technical

courses in Oregon increased from 3.7% (1972) to 8.5": (1976) with no

increase thereafter, while nationally,, percent womeL increased from

8.6% (1972), to 12.2% (1976), and to 16.7% (1978).

Iltall2inIcams. Major increase was in Electronic Technology.

Trade and Industrial. The percent,of women enrollees was virtually

unchanged from 13.6% (19.72) to 13.3% (1978). The national percent

increased from 5.3% (1972) to 9.5% (1978).

Number of women enrolled Writ from 3,707 (1972) to 4,944 (1978).

Increases occurred in the same 14Arge'courses as was true nationally.

Number of women enrolled in Mixed courses in Oregon expanded ro 8,700

(1972) to 16,700 (1978).

Business The reduction of percent :omen in. Mixed Business was

entirely the result of an increase in the total number of students

from 9,000 (1972) to 15,400 (1978) while women increased lrom 5,700

(1972) to 8,200 (1978).'

Percent women enrolled io Mixed-Business courses in Oregon declined

from 63.0% (1972) to 53.2% (1978) while nationally the peitent

women enrolled in Mixed.. Business courses increased from 56.8%

0972) to 60.5% (1978).

Detailed programs. Most of the women enrolled in Mixed Business

in 1978 were in Accounting and Computing, and Supervisory and

Administrative Management.

Distributive Education.. Most of the women enrolled in MixedDistributive Education in 1978 were in Finance and Credit, Real Estate,

and Miscellaneous Distributive,courses.

Health. Nationally the percent women enrolled in Miked Health\

courses declinedfroM 63.2% (1972) to 57.7% (1978). In 1972, in

Oregon, the percent women enrolled in Mixed Health, 15.6 %, was\.

substantially below le national percent but by 1978, Oregon h a A increased to 55.1%, nearly equal to the national.

154
Trade and Industrial. percent women enrolled in Mixed Trade and

Industrial increased more, rapidly and consistent-1y from 1972 to

1976 and 1978 (42.4%, 58.5%, 65.6%) thin was true of the national

(40.6%, 38.0%, 46.7%). Total number,of students fell in 1978 to

197211evel.of 1,000 after it had increased to 3,500 in 1976.

Traditional

In Oregon the enrollment of women in Traditional courses increased from

18,300 (1972) to 28,400 (1978). Every detailed program showed a similar

proportional increase. All decreases in the percent women in Traditional

courses, with the exception of Traditional Trade and Industrial, were the result of an increase in enrollment of men rather than a decrease

in enrollment of women.

Home Economics . There was a large reduction from 192 to 1978 in

both total number (45,900 to 37,000) and percent (90.6% to 72.0%)

of women enrolled in Non-gainful Home 'Economics.

155
PENNSYLVANIA

Summary Analysis

State Reports

Because there was little program description, it was difficult t

certain what programs wel , being operated, and how the state had

sponded'to suggestions Of the SACVE, public hearing, and MERC/Q.

Further investigation is needed at the state level.

Enrollment Databe

ePennsylvania's patterns of Non-traditional enrollment were similar to

those of the U.S., but in most cases Pennsylvania-had not advanced as much.

Pennsylvania had a slightly lower percent of women in Non-traditional

courses than the U.S. and showed few relative gains since 1976. Women

in Pennsylvania made their greatest gains in the Mixed programs. There

was a marked increase, greater than the U.S., in Mixed programs between.

1972 and 1976, with an increase in all occupational training areas

except Health.

Except for Non - gainful meEConoMics, the percent of men enrolled in

courses Traditional for women changed, very little. This pattern-was

similar to the U.S. except that the percent of women in these courses

was higher in Pennsylvania than in the nation.

The percents, of women in Non-traditional programs and of men in programs

Traditional for 6men were lower than those achieved nationally.

16
Analysis of Pennnyjvania State Reports

SACVE Recommendations

The Council is concerned about the sloW gains being made on enrollment

of men and 'omen in courses that are not traditional for their sex. They also question whether the revources assigned to sex equity by the

state are adequate for so ambitious a program.

12111s1112:s Comments

The Pennsylvania Commission for Worlym questioned whether one. Sex Equity

Coordinator could undertake thegig4ntic task of initiating theactivities

specified for the 1979-80 sex equity plan. They also stated that the

plan would be more meaningful if priorities, were indicated, including

the financial, human, and physical resources allocated to each activity'.

State response. The Sex Equity Coordinator will have the assistance

of several State Department of Education (PDE) offices in carrying

out the sex equity progrm. These include the Bureau of Vocational

Ed6cation, the Research Coordinating .Unit, Office of Higher Education as well as staffof the Bureau of Equal Educational Opportunity.

Incentives should be offered to encourage enrollment of both women and

men in Non-traditional programs and develdpment of model programs to reduce

sex stereotyping.

State response. The Federal law encourages the use of incentives

but it is mute on accepted practices of specific incentives. Funds,

are available on a project basis .in the areas of research, guidance,

teacher education, exemplary, etc. Sex equity activities are an

identified priority for these funds. Monetary awards to individuals

are inappropriate. However, an effort is being made to develop

additional incentives for inclusion in the annual plan.

BOAE Staff Report

No sex equity issues were identified.

MERC/Q Findings

Personnel did not assist State Board

State moving into compliance.

publicizing public hearings..

No evidence that Title IX evaluations were reviewed.

No evidence that state has attempted to correct problems revealed by

LEAs' Title IX self-evaluation process,- or to make complaint proceSs

known.'

157
Sex Equity Coordinator did not review distribution of grants and contracts at post-secondary and secondary level for sex bias, and did not

review apprenticeship programs.

No evidence that Sex Equity Coordinator was monitoring hiring and promotion process to assure- elimination of sex bias.

O'No evidence of priority given to exemplary and innovative. programs that

address sex equity. Nv evidence that proposals are reviewed to assure

responsiveness to the issues.

No statement in brochures or announcements that the state and LEAs would

not discriminate in enrollment or employment of teachers and administrators.

Program Descriptions

Development of- pre - service and in-service teacher training programs,

to enable homemaking teachers to eliminate sex bias. Five workshopS

hell.

Displaced homemakers. Federal funds totalling $100,000 have been

budgeted for developing, promoting, and providing services for dis7

,placed homemakers_ Thirteen programs to assess and meet the needs

of displaced homemakers were reviewed and funded. No descriptions

of the programs were included.

Budget Data

Fur

Sex Bias Activity

Sex Equity

Displaced Homemakers

Sex Bias & Discrimination

FY '78 FY'78

Allocated Expended

$ 50,000 $ 50,000

10,142 No data

52",965* 10,142

65,000 No data

Figures arc reported as cited in the particular section, =of the

of the durum, ilt referenced.

fi

158
Women enrolled in Non-traditional, Mixed and Traditional categories

by occupational training area and year, Pennsylvania

19 72 1976 1978

percent)

Non-traditional: Tota _7

Trades and Industry .9 9.0 7.9

Agriculture 3\,7 9.C1,- 10

Distributive Education 0.0' .0 24.6

Health 0.0 0.0 0.0

Home Economics (Gainful) 0.0 0.0 0.0

Business 0.0 0.0 0.0

Technical 8.1 10.7 .18.8

Mixed: Total Gainful & Non-gainful 50.8 65.2 63.6

Gainful Only 50.3 65.2 63.6

'Trades and Industry 30.5 58.2 61.7

Agriculture 49.2 64.6 65.2

Distributive Education 61.1 59.0 61.1

Health . 67.6 56.9 51.9

Home Economics (Gainful) 0.0 0.0 0.0

Business 63.0 70.3 65.7

Technical 48.3 67.7 72.6

Home Econom cs (Non-gainful) 68.9 42.1 55.9

Traditional: Total Gainful & Non-ganfu 91.0 85.8 86.3

Gainful Only 89.7 88.2 90.3

Trades and Industry 89 5 92.6 9.1.6

Agriculture 0.0 0.0 0.0

Distributive Education 0.0 0.0 0.0:

Health 95.6 81.9 95.2

Home Economics (Gainful) 73.3 7,6.2 75.5

Business 90.9 91.0 91.2

Technical 0.0 0.0 0.0

Home Economics (Non-gainful) 92.9 82.3 80.8

SOURCE: Based of data from U.S. Department of Health, Education, and

Welfare, Bureau of Occupational and Adult Education.

* Percentage of women enrolled in vocational education courses nationally,.

1972. Non-traditional (NT) = 0.0 to 25%,-Mixed (10 25.1% to 75.0%,

Traditional (T) = 75.1% to 100%.

159
Analysis of Penns-lvania Detailed Enrollment Data, 1972 - 1978

Non-Traditional

Agricultural. The number of all students enrolled increased from

12,500 in 1972 to 18,000 in 1978; the number of women from 450 to

1900. The Percent woman enrolled in Pennsylvania increased from 3.7%

to 10.3%, less than the increase of women enrolled. nationzlly (3.9%

to 13.1%). Enrollment of women increased in al/ coLrses as was true

of national enrollment.

Technical. 'Pennsylvania's increase in the percent WGVICIA 'in Nontraditional Technical courses was similar to the national:

% Women 1972 1978

PA 8.1% 19.8%

.U.S. 8.6 16.7

Enrollment of women increased from 1,300 (1972) to 4,700 (1978).

Trade and Industrial (T&I). Although therewas a steady increase

in the percent of women in Non-traditional T&I nationally from 1972

to 1978, in Pennsylvania there was an increase in the percent of

women in T&I.between 1972 and 1976-but a decrease between 1976

(9.0%) and 1978 (7.9%).

The li enrollment of women expanded continually from 2,800 (1972) to

9,000 (1976) to 11,500 (1978), but this was offset by an even

grelter expansion of men from 111,000 to 121 ,000. 11"% Detailed Major increases occurred in:

Auto mechanics

Carpentry

Drafting

Electronics

Management Developme-nt

Graphic Arts

Law Enforcement

Woodworking

Mixed & Traditional.

1972 1978,

5.2% 8.7%

1.8 4.1

3.8 13.5

3.8 8.5

9:8 30.6

10.5 31.4

0.4 35.4

9.7 20.1

The percent women enrolled in Mixed courses in Pennsylvania in 1978

(63.6%) was greater than the U.S., and'the percent in each training

area:was greater except in Mixed.Health courses.

The total enrollment of womertin Mixed, courses expanded'in Pennsylvania

between 1972 and 1978, more from 1976 to 1978 than 1972 to 1976. This

was true.for each occupationol'training area.

160
1_ The percent -of women enrolled in.Traditional courses did not decrease. in

"Penn6ylvania except in Home Economics.

Business

Mixed. Both the percent and the. number of women in Mixed

Business courses increased from 1972 to 1978. Total enrollments also rose continually though more slowly from .19760

1978. The percent of women increased in each Mixed detailed

program except "Office Occupations, Other" by 1978.

Traditional. Enrollment of women in Traditional courses in

Pennsylvania increased from 121,000 in 1972 to 160,000 in 1976

and decreased slightly to 153,000 by 1978..

Distributive Education.

Mixed. The patternestablished for Mixed Business was true

for Mixed Distributive Education. There was-a small increase

in number and percentage of `women in almost all detailed

programs. except Real Estate,, nsurance, and Transportation.

Health

Mixed., The major expansionjn women's enrollment in Mixed

Health occurred between 1976 and 1978 when it more than doubled

(as did total. student enrollment).

Trade.and Industrial

Mixed. Enrollment of women in Miked Trade and Industrial

dropped considerably between 1972 and 1976 due to alarge

deCrease in enrollment in the "Other Public Services" courses.

Enrollment increased again between 1976 and 1978.

Traditional. Enrollment of women in Traditional Trade and

Industrial increased rapidly from 1972 to 1976 but hardly at

all from 1976 to 1978. .4 Home Economics. Enrollment of women in Consumer and Home Economics

increased from 1972 to 1976 and decreased very slightly from 1976

. to 1978. The percent women 'enrolled decreased,throughout the

period from 1972 to 1978.

161
TEXAS

's1121111EKi-14:LE

State Rep-cTts

Funds beyond those for the Sex Equitiy Coordinator and displaCed homemakers were allocated by the state,:ibut the actual expenditUres were

lower than the allocations.

Perhaps the most in ,ting effort in Texas was the.establishment of

enrollment goals to be reached each year, although the goals prdjected

minimal gains. Wesults of these -nrollment goals indicated improvement

in sex equity in the state, but the only way that the state could accomplish the goals wasthroagh perfOrmance at the LEA level. However there

was no evidence that the state

LEAs.

Enrollment Data

In Texas percent of women enrolle

occupational training area, except

oals had been specifically applied, to

increased in every Noh-traditonal

Trade and Industrial. This was

because of a particularly large increase in the number of women enrolled...

Texas had major increases of women n Non-tradi ioual courses, including

Trade and Industrial courses, that did not have increases in most'Other

states, in the 1_JS,

\ Women increased in all Mixed

Health where men\made greater

courses Traditio4a1 for women

occupational training areas, except Mixed

gains. I creases in enrollment of men" in

was almost entirely!in Home Economics,

and t6 a lesser degree in Traditional Ti e and Industry.

\

i62
Analysis of Texas State Reports

SACVE Rec mmendations

No sex equity issues were identified.

Public. Hearing Comments

The State Board should make funds availabe to support activities to

eliminate sex bias and follow up theseactivities to ensure that funds

so identified are actually-spent:

State response. Funds are available to support activities to

eliminate sex bias and sex stereotyping. The law and regulations

do not mandate any specific expenditure of funds except the $50,000

to support the functions of the full -time personnel. In FY 1978,

$50,000 was allocated; in FY 1979, $60,459; in FY 1980, $66,022.

The minimum has been exceeded.

A pilot program Should be undertaken toencourage women vocational

edUcators to enter welding; 30 classes for women were started but none

of the vocational education teachers were women. '; BOAE.Staff Report

State's program of incentives to develop model programs to reduce sex

bias is inadequate.

Required action. Describe incentive package currently. available,

and insure that-LEAs are aware of the program.

Results of Activities-to reduce sex stereotyping in vocational education

bythe sex equity coordinator and others are,not reported. A list of

activities in this area does not adequately comply with the regulations.

\i R!qured action. Rewrite the results section to include what

impaCt these activities had on reducing sex bias, stereotyping and

discrimination. Also inclUde the results of the incentive program

as well as the result's of the displaced homemaker prograM.

There has been no update of the functions of the Sex Equity Coordinator.

A review of self-evaluations required by Title IX was lacking in the

description of functions.

\ Re Uired action. Update the Five-Year Plan to include in it the

list of functions to be performed by the sex equity personnel.

MERC Q Finding!

No MERC/Q was conducted fur Texas.

163
State Plan

Enrollment goals were established at the secondary, postsecondary, and

adult levels. Results of goals for 1979 were reported; new goals for

-1980 were established. Goals were established for percent enrollment of

men pd women in several occupational training areas at secondary,

pe4tecondary\and adult levels. The goals for 1980, however, offered

little advancement over the results of 1979. (See Goals Table following.)

Program Descriptions

The developmehtof vocational counseling materials for use in the

women's support services program. This prject resulted in the

developmeht'of the film "Breakout," which dals with recruitment by

counselorS.

An analysis of problems as perceived by male students in vocational

homemaking education programs in order to improve teaching techniques

or curriuculum development.. These will be used in a substantial

number of secondary and postsecondary classrooms.

Exemplary\program for recruitment into non-traditional careers. A

project to explore such areas as barriers to entrance into non- traditional careers, useful recruitment methods, and influencing

occupational choice. Recruitment materials were developed and

recommendations were made for statewide recruitment activities.

Minicourses to explore non - traditional career fields; lab courses

to give individuals an opportunity to experience areas of employment previously traditional for the opposite sex.

Utilization of a model to create awareness of sex bias and sex stereotyping in vocational education. This project provided infer-.

mation concerning the effectiveness of the workshop approach to the,

solution of the problem of sex bias and sex. stereotyping.

Training of child care providers to use a nonsexist' approach to

child development. Materialpackets were developed including

suggested resources and learning activities for developing programs

to eliminate sexism.

Priority, yms,given to programs which were designed to reduce x stereotyping,in vocational educatibn and also focused on opportunitiet in

rural areas and for individuals migratiqg from rural to urban centers

with a high concentration of economically disadvantaged, unskilled, and

Unemployed persons.

164
Budget Data

FY '78

Allocated

FY '.78

Purpose Expended

Sex Bias Support Personnel $ 50,000 $ 38,633

Support Services for Women 300,000, 9,947

Day Care Services 500,000 -0-

DiSplaced Homemakers 200,000 5,739

Exemplary and innovative Programs 628,059 169,133

165
TEXAS E OLL NT GOALS ANT RESULTS FOR WOMEN AND MEN - 1979

S con ary Post - Second Ary Adult

Goals Results Goals Results Goals Results

Women

Distributive 25.6% 39.9%

--Agricultural 11.6% '12.3% 27.8 28.2 26.4% 12.1%

Trade & Industrial

excluding Cosmetology

7.2 9.2 7.2 11.1 - - - - Technical - -

- 13.2 14.1 16.8 9.8

Industrial Arts 12.8 15.0 ,t... - - - - Men

Health 9.6 17.2 28.8 15.4 13.2 31.1

Office excluding 23.0 '23.5 18.0 18.9 4.8 35.4 Data Processing

TEXAS ENROLLMENT GOALS FOR WOMEN -N - 1980

Secondary Post-Secondar Adult)

Goals Goals Goals

Women

Distributive 40.3% - T

Agricultural 13.0% 29,1 - - - Trade & Industrial

excluding Cosmetology

11.1 12.0 13.4%

Technical 15.2 10.1

Industrial Arts 16:2

i d Men

Health 19.1 15.7 32.3

Office excluding 13.1 30.3 27.3

Data Processing

Home Economics 23.7 19.3 35.9

166
Women enrolled in Non-traditional, Mixed and Traditional categories

by occupational training area and-year, Texas

1972 1976 1978

Percent)

Non-traditional: Iota

Trades and Industry 2.4 5.8 6.6

Agriculture 0.7 4.5 13.8

Distributive Education 8.7 14.2 15.8

Health 0.0 0.0 0.0

Home Economies (Gainful) 0.0 0.0 0.0

Business 0.0 0.0

Technical 4.1 15.7 18.2

Mixed: -Total Gainful. Non-gainful 55.4 52.4 59.1

Gainful Only 46.6 49.2 55.7

Trades and Industry 34,7 34.1 49.1

Agriculture 10.6 30.4 57.0

Distributive Education 44.6 44.7 50.7

Health 71.6 -64.9 67.2

Home Economics (Gainful) 0.0 0.0 0.0

Business 53.0 59.1 60.7

Technical 27.7 20.5

Home Economics (Nonj-gain u 71.8 77.9 67.0

Traditional: Total Gainful-& Non-gainful 94.7 84.7. 84.3

Gainful,Only 90.9 88.3 88.0

Trades and Industry 95.7 85.7 87.6

Agriculture 0.0 0.0. 0.0

Distributive Education 0.0 .0.0 0.0

Health 89'.2 90..7 90.5

HOme Econom1 ics (Gainful) 88.4 82.5 78,.0

Business 91.9 90.7 93.0

Technical' 0.0 0.0 0.0

Home Economics:(Non-gainfu 94.3 83.4 83.0

SOURCE: ,Based on data from U.S. Department of Health, Education, and

Welfare, Bureau of Occupational and Adult Education.

--.

* Percentage of womet. enrolled in vocational education courses nationally,

1972. Non-traditional (NT) =1D.0 to 25%, Mixed (M) 8 25.1% to 75.0%,

Traditional (T) = 75.1% to 100%.

167
Analysis of Texas Detailed Enrollment Data 1972- 1978

Non-Traditional

Agricultural. Increase of percent omen enrolled was greater than

the national increase:

% Women 1972 1978 , Texas 13A%

U.S. 3.9 13.1

Women made a major gain in Non-traditional Agriculture in TexaS

between 1976 -1978, while nationally the shift had/already leveled

off. The enrollment of women Increased from 1,024 in 1972 to 15,622

in 1978.

petli.ledpagETIq. Increase resulted prima ly because of

Agricultural Production, although every prc .am, with the

exception of Forestry, showed substantial increases in both

percent and number of women enrolled.

Technical. The percent women in Non-traditional Technical courses increased at a moterrapid rate than the national:

. , % S./Omen 1972 1978

,Texas 4.I.% 1872 %

U%S; 8.6; 16.7

The enrollment increased twice as much prior to 1976 as it did after

1976, from 334 in 1972 to 5,367 in 1976 to 8,934 in 1978.

Detailed programs. Most increases occurred in Miscellaneous

Technical courses. Other smaller courses in which women made

gains between 1972 and 1978 were ArChitectural, Industrial,

and Mechanical Technologies; Fire Stafety; and Police Scien-Ce.

Trade Industrial. Increase of percent women enrolled in Non-.

traditional Trade and Industrial courses in Texas was comparable to

national expansion, but Texas started well below U.S. and was still

three percentage points below U'S. in 1978:'

% Women 972 1978

Texas 2.4% 6.6%

U.S. 5.4 9.5

Detailed pry. Major increases from-1.172 to 1978 were in

Other Construction, Drafting, Graphic Arts, Law Enforcement,

Machine S -p, and Electronics.

168
ixed and Traditional'

'Business. Enrollment of women in Mixed courses increased 10,000

by 1976 and another 7,000 by 1978. Percentage increase brought

Texas up to the national average:

% Women 1972 1978

Texas 53.0% 60.7%

U.S. 56.8 60.5

Distributive Education. Large increase (20,000) in numbers enrolled.

Detailed program!. One-third of the women enrolled in Mixed

Distributive. Education in Texas were in Real Estate.

Health

Mixed. The rate of decline in the percent women in Mixed

Health courses in Texas was comparable to the national decline,

but a larger percentage of women remained enrolled in Health

courses in 1978 than was true nationally;

% Women, 1972 1978

Texas 71.6% 67.2%

U.S. 63.2 .57.7

Traditional. 80% of the women enrolled in Traditional Health

courses-in Texas were in some sort. of Nursing. There.were

higher percentages of womenenrolled'in Health thin nationally.

Trade and Industrial. Rapidexpansion in Mixed Courses, mainly in

Quantity Foods - 27.1% in 1972 to 61.9% in 1978.

Home Economics

Traditional.' The reduction in percent women enrolled in

Traditional Gainful Home Economics in Texas was greater than

the national reduction:

% Women 1972 1978

Texas 88.4% 78.0%

U.S. 86.1- 82.5

Total women enrolled in Traditional Gainful Home Economics in

Texas continually increased from 8,100 in 1972 to 23,400 in

1978.

169
WYOMING

Summary Analysis

State Neports

Unlike many other small ates'that utilized only a portion of the

A50,000 allocated for the Sex. Equity Coordinator, Wyoming attempted to

utilize $21,210 of the $50,000 for programs. The fact that BOAE disal--

lowed some of that allocation should not obscure the State's effort to

utilize the fun $50,000.

There was nothing in the State Plan to explain why Wyoming made such

progress in eliminating Sex stereotyping as indicated by the enrollment

data.

Enrollment Data

Extremely positive gains were made in Trade and Industrial Non - traditional

enrollment and in Agricultural. Given that a limited number of courses

are offered in any state with a small population, Wyoming showed positive

enrollment increases above the national averages in all courses offered.

,There was an increase of women in Mixed Business courses; in all programs

there were exceptional increases.

Men made gains in courses Traditional for women ,.-id women made gains in

courses Traditional for men. Such uniform increases could not have

occurred without effort.

170
SACVE Recommendations

Devise means to achieve more equal sex representation in vocational

education training programs..

Public HearinggivmsnLE;

There is a need for,supportive services for women in vocational education,

-day care services for children of students in post-secondary and adult

vocational programs, and grants to overcome sex bias and sex-role stereotyping in vocational educatiop:

State response. There are not enough funds to adequat!ly provide

day care services for children of students. Priority was placed on

funding the improvement of secondary vocational programming.

BOAR Staff Report

Projects we're funded from the $50,000 allocated for the support-of

personnel working full-time to carry out the required. function*. The

second and fourth-projects (listed below), however, do not relate directly

to the ten functions and as such cannot be funded from the $50,000

required funds..

NERO Findins!

NERC /Q was conducted for Wyoming, but no report was available.

Program Liscriptions

Use of sex bias funds for purposes other than staff are as follows:

A grant for $2,500 to develop an audio-visual recruitment package

for the purpose of encouraging females to enroll in the construction

technolbgy program. 9 $1,500 for guidance and instructional materials for home.'economirs

classes. which develop career decision-making skills to address the

issue of sex-role stereotyping..

. $500 to conduct an in- service workshop for district vocational

teachers, counselors, and administrate,

$180 to cover workshop expenses for a vocational education teacher

to develop skills in helping women overcome math anxiety.

171
$16,530 to conduct a needs assessment of rural women older in a six-county area. years and

Displaced homemakers. Program funded for exploration, placement, and follow-up.

BurIllt11tA

FY '78 FY '78 Purpose Allocated Expended

Displaced Homemakers $ 40,000 $ 10,000 Sex-Bias Personnel 50,000 50,000

172
Women enrolled in Non-traditional, Mixed and Traditional categories

by occupational training area and year, Wyoming

1972 1976

percent)

ton - traditional: Total 3.1 12.8

Trades and Industry.

Agriculture

Distributive' Education

1.2

3.5

16.0

12.1

13.6

33.3

Health 0.0 0 0.0

Home Economics (Gainful. 0.0 Ofd

Business 0.0 0.0.

Technical 8.6 10.5

r--Mixed: Total Gainful & Non-gainful 57.8 64.1

Gainful Only 57.8 61.4

Trades and Industry 0.0 26.8

Agriculture. 0.0 0.0

Distributive Education 56.9 63.1

Health 0.0 0.0

Home Economics Gain ul) 0.0 0.0

Business 58.3 61.8

Technical 0.0 0.0

Home EconomicS (Non-gainful 0.0 85.5'

Traditional: Total Gainful & Non-gainful 93.5 75.3

Gainful Only 87.9 68.4

Trades and Industry 0.0 .0.0

Agriculture 0.0 0.0

Distributive Education 0.0

Health 100.0 B5.2

Home Economics (Gainful) 63.5 76.1

Business 88.0 67.0\..

Technical P.O 0.0

Home Economics (Non-gainful) .97.4 83.5

1974,

12.3

10.7

18.2

47.0

0.0

0.0

9.0

7.2

56.0

53.7

63.7

0.0

33.8.

89.0

0.0'

465.1

0.0

83.8

74.8

70.3

:loo:o

0.0

0.0

i 91.1'

65.3

70.0

0.0

80.0

SOURCE: BE, d on data from U.S. Departmet. of.Health, Education, and

Wehare, Bureau of Occupational and Adult Education.

* Percentage of women enrolled in vocational education courses nationally,

1972.- Non-traditional (NT) = 0.0 to 25%, Mixed (M).= 25.1%'to 75.0%,

Traditiona '(t1) = 75.1% to 100%.

173

F.] 7,-;,
Anal sis of W oMin- Detailed Enrollment Data 972-1978-

Non-Traditional

Agricultural. Percent women enrolled in AgriculDure increased at a

greater rate than the national:

% Women .1972 - 1978

Wyoming - 3.5% 18.2%

U.S. 3.9 13.1

'Total student enrollment expanded from 1,900 (1972) to 2,500'0978

At the same time the number of women increased from 68 to 450:

Detailed.prrams-. Greatest increases were in Agriculture

Supplies /Services, Agricultural Mechanics, Agricultural. POducts, and Miscellaneous Agriculture.

Technical. Percent women enrolled increased between 1972 (8.6 %)

and 1976 (10.5%), but by 1978 most of the Wyoming Technical program

had-been phased out.

Trade and Industrial. Percent women enrolled in Non7triditional

Trade and Industrial in Wyoming in 1972 (1.2 %) was much lower than

the national, but by 1978 (10.7%) was greater than the national.

Total number of omen enrolled rose from 16 ( 972) to 1,184 (1978).

Detailed rograms. In 1972 women were in two courses: Graphic

Arts and Drafting. In 1978, they were in twelve courses; most

were in Woodworking, Drafting, and Graphic Arts.

Mixed

Total omen enrolled in Mixed courses in Wyoming increased from 1,700

(1972) to 2000 (1976) and to 3,800 (1978). The major shift in women's

enroll ment occurred after 1976. This pattern'-was exactly replicated in Mixed Business and Distributive Education.

Busin ss. Nine/out of ten women enrolled in Mi,xci Business were in

Accognting and Computing, in which women's total enrollment doubled

between 19.72 and 1976, and then again between 1976 and 1978.

Distributive duration,

% In 1978, percent women in Mixed Distributive

Educationln,,Wyoming (33.8 %) was substantially lower than the national

-percen komA1 (52.2%).

Health and Trade & Industrial. Percent women in Wyoming in Mixed'

Health (89. in 1978 wa-s Much higher than-the national percent

women (57.7%). The same"was true of Trade and industrial (63.7%)

which 'was substantially higher than national percent women (46.7%)

in 1978.

174
There seems to have been no vocational education program available

in Mixed Health in Wyoming prior to 1978 and very little in Mixed.

Trade and Industrial which partially accounted for the high percent

of women enrolled once thes1 programs .started.

Traditional

Nine out of ten women enrolled in Traditional courses in Wyoming in 1978

were .iitional Business; enrollment in other courses was negligible.

..onomics In Wyoming, percent women enrolled in Traditional

Ho.2 Economics courses decreased 17.5 percentage points between

1972 and 1978 from 97.4% to 80.0%. The percent women decreased

in every course.

175
1. STATE PI,

rvities Addressed in Sta e Plans --

RA VIEW AND PREPA__

Review state:plan for 'sex equity

X

Develop comprehensive plan to overcome

sex bias

X X X X X X X X X

State general commitment to sex equity

in state plan

X X X X X X X X X X X X

Develop and implement state study to

eliminate sex bias and sex stereotyping

at all levels

X X X X X

2. REVIEW STATE GRANTS FOR SEX EQUITY 2 Review distribution of grants to assure

needs of=women are addressed

X X XXXXXX X

Review programs funded by state office

for sex bias

X' X X X X XXXX X

Require an evaluation component on each

program include elimination of sex bias

X

INVOLVE OTHER AGENCIE INDIVIDUALS/STUDENTS

Establish a State Advisory Council on

Sex Equity N

X X

Require Local Advisory Councileto include

person aware of problems of sex discrimination and bias

Involve student organizations in nonaditional vocational education

X

Develop on-site visits to business and

industry for non - traditional. students

Work cooperatively with other agencies

and organizations to eliminate sex bias

1/ 'The 1980 Plans were analyzed for this matrix from 14 states and the 1979 Plan for Georgia.

2/ Description of programs funded by state for sex equity described separately in each'Analysis

of State Reports.
EVALUATE /MONITOR /PROVIDE TA. TO LEAs

Provide technical assistance co LEAs X X

X' X

X X X

Evaluate performance of LEAs and funded

programs

Utilize results of evaluations/and Action

Plans in determining state priorities X X X X X

Stimulate locally initiated projects X X

Review Title IX Evaluations X X X X X X X X X

Develop monitoring tools other than Title

IX self evaluatioa X X X X X X X X

m Monitor complaints

Make recommendations LEAs on a i ative

action X

X

DEVELOP AND REVIEW CURRIC

Review books and materials in use for sex

stereotyping X X X X X X x X X

Identify and disseminate

, curriculum

overcoming sex bias and a stereotyping _ X

Train curriculum personnel in developing

bias --free curriculum X

Provide guidelines for curriculum

development and review X X

Develop materials which eliminate sex stereotyping X X X X X X

6. REQUIRE ASSURANCES FROM LEA, PRIOR TO

FUNDING

Require LEAs to provide assurances that

programs will be conducted to reduce discrimination and sex stereotypifig'

Require a plan to eliminate sex discrimination and sex stereotyping
AL CA FL GA ID IL NN Pi t NY OH OK OR. PA TX WY

Require that LEAs actively recruit men and

women for non-traditional programs

Require submission of an accountability report

31-1 the progress of eliminating sex bias

X X X

X X

Establish goals and timetable r eliminating

sex bias

Require that all occupational in titutions

lave an affirmative action plan

)isseminate information on administrative jobs

Ind women applicants in order to fulfill

iffirmative action pIE-n

7. ESTABLISH A SYSTEM OF INCENTIVES-TO-Li-6,s

TO INCREASE PARTICIPATION IN NON-TRADITIONAL

VOCATIONAL TRAINING PROGRAMS

Fund conferences

Provide T.A. X

Publicize LEAs with model programs

Propose funding o EA model programs

DISSEMINATE INFORMATION THROUGH WORKSHOPS,

TRAINING, MATERIALS, MEDIA

Conduct in-service and pre-service workshops

for state staff, local voc. ed. teachers and

admini§trators, connselol's, civic and

community groups

X ' X X X X X

Prepare and distribute informational publicaBoris and news releases, radio and TV releases

X

X X X X X( X X X X X

Develop Teacher Training Institute(s) to

provide awareness programs for vocational

tacTers,' civic groups, state staff, etc.

X X

Develop resource packages to assist LEAs'i,

implementing'inservice training to eliminate

sex stereotyping -

--- _ X X

.
9. ADDRESS RECRUITMENT, ENR©L.

PLACEMENT PROGRAMS

Develop re.ruiting material

Undertake special recruitment _ _ vrt s to

attract men and women into non-traditional training X

Improve placement of en and women in

non-traditional jobs X X

Require that LEAs actively recruit men

and women for non-traditional programs

Encourage female enrollment in industrial

arts

10. ELIMINATE SEX ROLE STEREOTYPING IN

CONSUMER AND HOMEMAKING EDUCATION

repare students for dual role as horn,-- maker and wage earner Develop curriculum for dual role _nd

changing patterns- X X

Provide inservice training to consumed

aomemaking teachers X ! Increase enrollment of men in hom2mald.ng

Increase offerings of homemaking to men,

and women at the secondary level

Provide parenthood Aucation to men and

mmen

Imp ve qualicy of family life courses

=.- xe men and women to work in the home X

PROVIDE SUPPORT -E SERVICES TO STUDENTS

Determine need for child care'services X

X 1,

Provide day care services to students X1. X!. X i.
GA ID N AIM OH OK OR PA TX WY

Provide codzseliro. special services and job

placement for tee parents, women returning to the labor market, single heads of

hou eholds, and homemakers who work parttime and desire full-time employment x X

12. MISCELLANEOUS

Prohibit discrimination in hiring and

firing, and interview practices

Sather, analyze, and disseminate data on

students and employees

5equire knowledge of sex equity for state

certification (pending)

Failphasize non-sex role stereotyping

:areer education

Encourage women's involvement in appren-

:iceship X X X A
Appendix F

Common Elements of Successful Sex E u Pr ms Volume -f the Vo 'onal Education Equity Study referenced in Section

III, of this report describes case studies and promising approaches for

achieving sex equity in vocational education. The following guidelines

for replication describe the common-elements of the successful programS

analyzed for that study:

"The case study progradm have developed to meet needs in their own

settings and ';key represent a variety of approaches for fostering

greater sex equity. However, all of the programs have features in

common and it is these features which appear to be important to

successful replication: Briefly, the approaches which seem key to

success are as follows:

Establish liaison with employes!. The developers of virtually

all the case study pro:rams-felt that this was of primary

importance. Since employers hold the ultimate key to the

success of any training, it is vitally important to gain their

cooperation and support of the program. Several methods for

doing this are described in-he case studies

Provide a thorou horientati- f:.auqEAT. It appears to

be essential for program part, .pants to have a clear idea o

whae-the program itself entails and a real'stic picture of

job market they will enter. Such orientation allows programs

to work with participants who are motivated and serious about

the training they are 16receive. Because this is such an

important consideration, the entire content of several pro-'

grams was-de5i8ned to provide an orientation to nontraditional/

career options.

Obtain lull sup ort from and inte- ration with the host Ageriy.

This,eecommendation applies particularly to programs hosted in

community colleges. Developers felt the programs must be perceived as completely integrated into the structure of the

college rather than as an "add-on" feature. This gives the

program more visibility and clout with the community at large

and potential participants in particular.

Provide necessar support service to partic_kpantS Many programs felt that a key ingredient of their success came from

offering supportive counseling services to,clients.- Individuals enrolled in,nontraditional programs'may need additional

:encouragement and support when strikjneout on an untraveled

path. ,Reentry women also. oftn encounter faMily'problems,and

other pressures associated with returning to school or the

labor, market. All-programs emphasized the vlitue of making kite

of existing vices- rather than duplicating. uplicating fforts.
Carefully plan and evaluate111qa22sAm. A successful program

must have a clear idea of what it hopes to achieve, and a way

of measuring whether it is achieving it. Evaluation results

provide the necessary feedback for making improvements.

Following. up participants once they have left the program was frequently mentioned as the most useful source of evaluation

data.

Hire com e n dedicated staff. This is obvious but vitally

important. The particular qualities of staff which appear to be important for equity programs are:

A genuine commitment to sex equity

Knowledr! of the labor force, particularly in the local

area An ability to serve as a role model for participants.

Staff must understand that lack of experience or knowledge can be corrected through learning, and they must be

willing to provide support to participants.

An essential:feature of all programs which were identified was a realization that simply stating that all occupational training

areas are open to both sexes is not enough. More exposure of

programs .and support of nontraditional enrollees are.needed for

things to'be truly equal. Successful programs are designed to

provide thiS exposure and support."1

American Institute for Research, The Vocational Education Equity.

atudy,21aluma 1: The Primary Data, Laurie R. Harrison, et.

April, 197975-. 396-397.

184
Appendix G

ASS LIST

Following are the witnesses who formally participated in the Eastern

and Western Hearings on Increasing Sex Equity in Vocational Education.

Eastern Hearing

State Profile

t* La Verna Eadale

Research Associate

Two Year College Development Center

State University of New York

Albany, New York

Carol Jabonaski

Equity. Coordinator

State Department of Education

Albany, New York

George ariee

Chief Administrator, Center for Career & Occupational Education

New 'fork City Board of Education

Brooklyn, New York

Marilyn Rich-.4y

Coordinator, Project VOICE

Albany BOCES

Albany, New York

Donna Santa

Director, Cccv9atioual Education

Southern Westchester BOCES

Valhalla, New York

185
o
A Perspective from Persons Outside the Vocational Education System

Tracy Ruling

Senior Research Associate

Advocates for Children of New York, Inc.

Long Island City, New York

Judith Layzer

Founder, Advisory Board Member,

-Committee for Women in Non- traditional Jobs

Bureau of Labor Services

New York, New York

Jackie Potter

Director, Maine COmmission on Women

State House

Augusta, Maine

Special Needs of Minority Women

Argelia Hermanet

Bi-lingual School Psychologist

Boston School Department

Springfield, Massachusetts

Marcella,Maxwell

Dean, Continuiug Adult Education

Medgar Evers College

Chairperson, Ntw York City Commission on Women

New YOrk, New York

Dottie Starks.

Education Counselor

American Indian Community House

New York, New York

Kezirah Means-Vaughters

Vocational Education Liaison Coordinator

Division of Career Education,

Office of Vocational Education

Philadelphia,Penroylvania

1

186
_S_Lipportive Services Innovative Pro rams

J. Michael Adams

Dept. of Industrial Arts and Technology

State University of New York at Oswego

Oswego, New York

Joyce.Brabaer

Director, Women's Correctional Institute / Arts Workshop

Wilmington, Delaware

Charlotte Farris

Director, Project MOVE

SUNY College of Technology

,Department of Vocational-Technical Education

Utica, New York

Rita Hagin

Director, Project Freedom

North Randolphville Road

Piscataway, New Jersey

Nathan Mayron

Principal, Eli Whitney Vocational High School

Brooklyn, New York

Additional Witnesses

Charlotte Carney

VocationalEducation Equity Specialist

Department of Education

Tallahassee, Florida

Elaine Hershey

Consultant, Office of the Director

Divisidt of Vocational Education

Department of Education

Tallahassee, Florida

Jane Kelley

Women in Construction

New York, New York

187
Maureen Lynch

Sex Equity Coordinator

State Dept. of Education

Boston, Massachusetts

Western Hearing

State Profile Panel

Carol Andersen

Legislative Analyst

-Education-Commission of

Denver, Colorado

Eleanor Knapp

Former Vocational Director

Rocky Ford School District

Rocky Ford, Colorado

States

Lloyd Lawson

Assistant Director of Program Services

State Board for Community Colleges and Occupational Education

Denver, Colorado

Verlaine Zito

Dean,Benchwork and Froce3sing Occupations

UtaheTechnical College

Salt Lake City, Utah

Pers ec lye Outside Vocational Education

Charles R. Calica

Education Director for the Confederated Tribes

of Warm Springs

Warm Springs, Oregon

Jannelle Martin

Coordina

Mi Cas _11's Resource Center

Deuv, olorado

188
Karen McDowell

Assistant Program Director

Women in Apprenticeship

Nevada State AFL-CIO

Carson:City, Nevada'

Ellen Wachs

Fxecutive DirectorColorado Commission on Women

`Denver, Colorado

Tasia Young

Executive Director

New Mexico Commission on the Status of Women

Albuquerque, New Mexico

Sex -uit Co dinato 'S Roles and Functions

Patricia Goggins

Supervisor,. Sex Equity

Division of Occupational Education

State Board for Community Colleges,

Denver,, Colorado

Joy Joseph

Coordinator, Sex-Equity Program

Division of Vocational Programs

State Department of Education

Baton Rouge, Louisiana

7 Joan Siebert

State Department of Education

Equal Opportunity Specialist

Salem, Oregon

Marcile Wood

Education Consultant

Communications Network for Sex Equity in

Vocational Education

Fort Collins, Colorado

Cecil Yvonne Wright

Coordinator for Equal Access to VOL ion

and Technology

Texas Education Agency

Austin, Texas

189
Peat Secondary and Displaced Homemakers

Fran Chaffin

Assistant to the President

Lower Columbia College

Longview, Washington

Wanda Dingwall

Vocational Coordinator

Area Vocational Program

Denver, Colorado

Muriel Kirchmeier

Instructor for Changing Careers Class

Albuquerque Vocational Technical Institute

Albuquerque, New Mexico

Leslie. Rasor

Coordinator of Industrial Orientation and

Associate Coordinator Womens Programs

Special Training Program

Lane Community College

Eugene, Oregon

Charlotte A. Stewart

Western Field Specialist for Displaced lIomemaker Network

Phoenix, Arizona

§22Eil...Needs of Minority Women

Fannye Belle Evans

Coordinator of Office Occupations Department

Denver Public Schools

-Emily Griffith Opportunity School

Denver, Colorado

Lea Goodwine

Instructor, Asian Project

Fmi Grift,hOppartunitSch 6'

Denver, Colorado

ean Hunt

Coordinator of Special-Projects

Coalition of Indian Control School Boards

Denver, Colorado

190
Mike Lopez

Director Regional Technical Assistance Staff, OCR

U.S. Degartment of Education

Denver, Colorado

Clare na Werk

Project Coordinator for V- catimGl Fluca ional Projects

Fort Belknap Agency

Harlem, Montana'

191 a LI. S. GOVERNMENT PR TING OFFICE! MI 72.1-2131443