Title IX has significant implications for overcoming generations of inequality in the educational opportunities that have been afforded to females. The sex-desegregation of industrial arts and home economics was examined to measure the impact of Title IX on the occupational potential of seventh-grade girls and boys. In the experimental condition, 60 girls and 80 boys in one school were required to take six coed modular units: metal, wood/drafting, electric, graphic arts, cooking and sewing. In the comparison condition, the girls (N=56) took a semester of cooking and a semester of sewing, while the boys (N=63) took a four-quarter sequence of shops. While experimental girls felt more competent than comparison girls in traditionally male domains and perceived fewer differences between men and women at the beginning and end of the year, the differences between the experimental and comparison girls' scores at the end of the year could be almost entirely accounted for in test results at the beginning of the year. Teachers interacted more with boys than with girls in the coed modules and manifested sex-role stereotyped attitudes. Parents' occupational expectations were strongly based in sex-role stereotyping and were strongly associated with their children's own assessments. Thus, sex-desegregation is a necessary but not sufficient condition for promoting girls' occupational potential. Sex-stereotyped expectations on the part of students, parents, and teachers all need to be dealt with to overcome the cultural forces that continue to place limits on women's occupational attainment. (Author)