Rural Chicanas share values and problems with other rural women (conservative orientation toward sex roles and life styles, conflict between traditional demands of rural culture and pressure to enter the labor force), but with additional socio-linguistic barriers (limited English-speaking ability, few marketable job skills). Many Chicanas do not seek employment because they lack job or English language skills, are in transient occupations like farm labor or domestic services, are in the U.S. illegally, or have been subjected to discrimination and have given up hope of employment. During 1973, rural Hispanic women averaged 7.7 school years (2.4 years less than urban Chicanas). Median income for rural women was 50% below that of rural men. Nearly 44% of all rural poor families were headed by women, including many Chicanas, who thus needed to enter the work force. Priorities for rural Chicanas are: bilingual/multilingual information appropriate to communities; realistic information about educational/occupational possibilities; help in improving self-confidence and self-esteem; subsidized child care and bilingual, cross-cultural, non-sexist day-care centers; better access to health care, particularly for the physically/mentally handicapped; enforcement of nondiscrimination laws governing housing, employment, education and credit; education on property rights, inheritance, taxation, social security and other legal matters; programs to identify leadership abilities. (AW/MH)