Discusses three areas in which prevailing attitudes seem to work against equal opportunities for women: (1) attitudes underlying female choices of certain subjects and occupations; (2) attitudes of society and employers toward women workers; and (3) attitudes which attribute child-care and domestic tasks almost exclusively to females. (JHZ)

The literature in cross-cultural and comparative education has generally ignored the issue of gender and the impact of the curriculum on girls and women. The research reported here focuses on the implications of the experimental credit-hour curriculum in girls' secondary schools in Kuwait during the 1980s and describes in detail the facilities and…

In addition to an "Introduction" (Gonon, et. al), there are these 18 essays: "Women and Men in Swiss Vocational Education (Borkowsy); "Women in Basic and Advanced Training" (Grossenbacher); "How Constitutional Change and Legal Reform Projects Foster Equal Opportunities in the Fields of Vocational Education and Higher…

The early women college students were pioneers. They had a difficult time obtaining an opportunity for a college education, because college was not thought to be necessary for the women of the 19th century. By overcoming many obstacles, these early college graduates were able to reap the rewards of an intellectually stimulating career. This study…

Presents findings of a study of the effects of multinational corporate investment upon women's participation in higher education in 66 countries. Concludes that such investment discourages women's involvement in higher education and state regulation of gender discrimination while encouraging fertility and sexually discriminatory hiring. (DK)

Argues that women's education should be a concern of government policymakers and suggests essential policy components: (1) schools that are accessible to women; (2) transportation, childcare, and other conditions that enable women to attend school; and (3) education that is linked to employment opportunities for women. (JHZ)

The educational experience of girls has been largely ignored in the current education debate in the United States. This absence does not mean that boys and girls have identical educational experiences in school. This report challenges the common assumption that girls and boys are treated equally in U.S. public schools by providing a synthesis of…

This report examines how far Organisation for Economic Co-operation and Development (OECD) countries have come towards realizing equality between the sexes in education and the factors that facilitate or hinder progress in this regard. The report examines students in the formal education system of schools and colleges and reviews research findings…

Surveys access and opportunity issues for women in higher education and presents data and research examples that reveal concerns that span national boundaries. Topics include distribution of women students and faculty in various countries, the careers of women faculty and researchers, and women academics as leaders and policymakers. (JHZ)

Shows how socialist education in Hungary has ameliorated the position of women in education and discusses what problems, common to many countries, still require attention. Summarizes major points of educational reform legislation of 1985, including access to education at all levels without distinction as to race or sex. (JHZ)

Shows links between Islamic doctrine and girls' education in Saudi Arabia providing examples of ways in which the Islamic attitude towards women and social life is applied to educational policy. Summarizes educational opportunities available for girls and women and notes milestones in the 26-year history of girls' education. (JHZ)

Examines reasons preventing effective policymaking and genuine reform in a number of countries. Measures policy change in education against stages in coming to terms with a new issue: new knowledge, awareness, understanding, creation of new principles, implementation of new policy, change, and monitoring. (JHZ)

Examines the relationship between education and women's economic role and compares the characteristics of females' and males' education and employment. Concludes that sex role stereotypes and inequalities suffered by women are diminishing under the pressure of social forces. Uses the experience of Greek women to illustrate obstacles. (JHZ)