ERIC Number: ED237669
Record Type: Non-Journal
Publication Date: 1983-Mar
Reference Count: N/A
Vocational Education: Where Are the Minorities and Women?
The principal justification for the federal government's long-term and substantial support of vocational education programs is the need to provide opportunities for American workers, particularly those without marketable skills from lower income and minority families, to develop job-related skills. In recent decades, Congress has enacted several laws aimed at eliminating race and sex stereotyping in vocational education institutions. Based on an examination of the enrollment patterns at Milwaukee Area Technical College (MATC), it would appear that MATC perpetuates racial and sex stereotypes historically associated with vocational education in the United States, since females and minority group members studying there are concentrated in educational programs whose graduates earn salaries that are below the average salaries generally earned by MATC graduates. Therefore, MATC officials should reexamine their efforts to eliminate sex and racial stereotypes and to open up opportunities previously denied to students because of their sex or race. Particularly needed are negotiations with state officials and employers to develop an affirmative action plan that would expand opportunities for racial minority group members and women in apprenticeship training programs conducted at the school. Furthermore, MATC officials should develop a system to monitor their progress in eliminating bias in their program and should seek the funds necessary to support their American Indian and bilingual programs. (MN)
Descriptors: Access to Education, American Indians, Apprenticeships, Bilingual Education, Career Choice, Educational Legislation, Educational Needs, Educational Opportunities, Enrollment, Enrollment Trends, Equal Education, Equal Opportunities (Jobs), Federal Legislation, Females, Minority Groups, Needs Assessment, Racial Discrimination, Salary Wage Differentials, Sex Discrimination, Sex Fairness, Sex Stereotypes, Vocational Education
Publication Type: Information Analyses
Education Level: N/A
Audience: Policymakers; Practitioners
Sponsor: Commission on Civil Rights, Washington, DC.
Authoring Institution: N/A