This study attempted to determine whether presentation of current information on men and women, their achievement patterns, and the world of work, coupled with examination of one's own stereotyped attitudes and biases, could effect both attitudinal and behavioral change in volunteer college student and academic advisor (department head) participants. A Randomized Solomon Four-Group design was employed with the 146 students and a pre- posttest design with the 49 faculty. The intervention strategy used to influence student behavior and attitudes consisted of six three-hour career/life planning workshops designed to assist students in discovering their interests, strengths and weaknesses, values, lifestyle choices, and examination of their own sex bias and stereotypes where career choice is concerned. The workshop format brought trained facilitators together with small groups of students (four or five) for structured exercises, while the faculty segment involved presentation of current information on women at two workshops. The interventions for both students and faculty failed to produce the desired effect as measured by the Attitude Toward Women Scale (AWS) and the Advisor Rating Scale (included in the appendices). Interpretation of the results raises the question of male students (and faculty members, too) who may be test-wise on this issue, since resistance to the sessions of sex-role stereotyping was not congruent with male students' liberal scores. It is also possible that the AWS measured only a portion of the treatment's effect while constituting a part of the treatment itself. Workshop evaluation forms support the idea that workshops were indeed helpful and worthwhile. (Report contains data tables and instrumentation used.) (CP)