Qualitative and quantitative research methods were used to conduct an areawide assessment of equity needs in Tucson, Arizona. The needs assessment consisted of findings from a comparison of male-female data found in existing archival materials, a critical incident study of individuals who are supportive of equity practices and who are likely to participate in the implementation of a national demonstration in Tucson, and a survey that asked elementary and secondary students about attitudes on job suitability, division of labor at home and school, and class preferences. Evidence of imbalance in enrollments was found; women were underrepresented in academic and vocational courses that serve as prerequisites for higher paying jobs. A persistance of stereotypic role perceptions, especially among elementary students, but also among junior and senior high school students, was evident. Findings also indicated that high school women perceive inequities in athletic opportunities and other aspects of the school program. Reluctance on the part of female students to enroll in nontraditional courses was found, even when they expressed a desire to do so. Implications for program requirements are discussed in this report. Critical incident and student survey instruments, as well as instructions for the administration of the surveys, are appended. (MK)