The South's rural high schools, particularly their vocational education programs, reflect the history, social relationships, attitudes, and values of the region. Competitive and competency examinations eliminate large numbers of students from advancement to more intensive academic work or vocational skills training. Many students from poor families take vocational education as their sole means for gaining economic security. Vocational education is at the bottom of the educational system in the class origins of its students and in their job prospects; it "has become a means to prepare rural Southern youngsters for entry-level openings in any low-skilled, low-wage industry which happens to need job fodder." The curriculum also perpetuates stereotyped roles for blacks and women, and often fosters emotional and academic dependency and unquestioning acceptance of authority. About half of the currently-offered vocational courses are in home economics or agriculture. Little is done for the emotionally and physically handicapped. Students graduate with little or no training in specific technical skills; the skill training they receive is usually for jobs found only in more metropolitan centers. After graduation, students can: (1) accept a low-paying job in any manufacturing plant that will hire them; (2) attend a technical institute or community college to acquire needed skills, if they can afford it; (3) enlist in the military for its vocational training. (CM)