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ERIC Number: ED202768
Record Type: RIE
Publication Date: 1980-Dec
Pages: 67
Abstractor: N/A
Reference Count: 0
Facing the Future: Education and Equity for Females and Males.
Matthews, Martha
This publication examines the changes in the roles of women and men and what these changes mean for the future of schools--for educational quality and opportunity and for educational decision making. Women comprise more than 44% of the paid work force. It is estimated that by the year 2000, if not before, work force participation rates of women and men will be equal. Despite women's increasing participation in the work force, the incomes of employed women remain lower than those of employed men. Women are increasingly heading families. The "typical" American family--father employed outside the home and mother working inside the home caring for two children--now constitutes only seven percent of all families in the nation. Eighty-seven percent of all single parent families are headed by women. Families headed by women are more likely than others to live in poverty. Despite tremendous increases in women's participation in the paid work force, the majority of Americans still work in sex-segregated worlds. The publication then goes on to discuss the role that education plays in maintaining or eliminating these patterns of sex discrimination. For some ethnic groups, females are less likely than males to complete secondary school. Sex-stereotyped roles for females and males are reinforced in elementary and secondary schools by textbooks, by teacher-student interaction, by counseling and counseling materials, and by role models presented to students. There is also discrimination at the postsecondary level. If equity for females and males is to be achieved, there must be a consensus among educators and community members as to its importance. Goals for achieving sex equity must be articulated and models for program implementation must be developed. Financial and human resources for sex equity must be allocated. Educational personnel must be trained. Monitoring and reinforcement systems should be developed and maintained. (Author/RM)
Council of Chief State School Officers, Resource Center on Sex Equity, 400 North Capitol Street, N.W., Suite 379, Washington, DC 20001 ($1.25, quantity discounts of $1.00 per copy on 50 or more copies).
Publication Type: Opinion Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: Women's Educational Equity Act Program (ED), Washington, DC.; Ford Foundation, New York, NY.
Authoring Institution: Council of Chief State School Officers, Washington, DC.
Identifiers: N/A
Note: Photographs throughout document may not reproduce clearly from EDRS in microfiche.