The two largest programs of federally-funded vocational education for women are home economics and office programs, which suggests both sex-role stereotyping and occupational segregation. Investigated are correlates and consequences of high school curriculum on young women in curricular choice or assignment, persistence in schooling, and economic, occupational and attitudinal post-school outcomes. Data on young white and black women are drawn from the National Longitudinal Surveys; both tabular and regression analysis are used. Findings relate to policy on vocational education, but also reveal that young women face important dilemmas in their educational and vocational development. (Author)