ERIC Number: ED166388
Record Type: RIE
Publication Date: 1978
Reference Count: 0
Women, Equity and Career Development.
Gwinn, Yolanda; Williams, Doris K.
While federal legislation has opened doors to non-traditional career opportunities, many women are still training to become teachers, secretaries, and nurses. The most basic influence in socializing young girls into strictly feminine roles is the parental attitudes. Sex-associated roles, role limitations, and male-created barriers are constraints to women's ability to choose other careers. The University of Chicago Women's Report suggests that women face sexual discrimination, have difficulty gaining admittance to graduate school, and receive fewer fellowships than men. These factors are magnified when women choose non-traditional paths. In this culture, women's earnings are at the lower end of the pay scale. What can be done to alleviate the inequity of career choices for women? First, the effects of socialization may be counteracted by providing young girls education relative to career opportunities. Secondly, it may be necessary for counselors and teachers to rethink their attitudes toward sex-role behavior. Thirdly, counselors can help alleviate the perpetuation of sexual stereotyping in career choices. Fourth, formal curriculum may be easier to change if the needs of women are kept in mind. While promoting these solutions, we must begin by focusing on programs aimed at assessing the full impact of social institutions and attitudes on the development of sex-associated roles. (EM)
Descriptors: Access to Education, Career Choice, Educational Responsibility, Equal Education, Equal Opportunities (Jobs), Essays, Females, Sex Discrimination, Sex Role, Sex Stereotypes, Social Bias, Social Values, Socialization, Vocational Interests, Wages
Career and Technology Education Media Laboratory, Bowling Green State University, Bowling Green, Ohio 43403 ($1.00)
Publication Type: Opinion Papers
Education Level: N/A
Authoring Institution: Bowling Green State Univ., OH. Career and Technology Education Graduate Faculty.
Identifiers: United States