ERIC Number: ED356305
Record Type: RIE
Publication Date: 1991
Reference Count: N/A
Gender Equity: Educational Problems and Possibilities for Female Students.
Bartholomew, Cheryl G.; Schnorr, Donna L.
Although most women are now working outside the home, gender equity in the labor force has not been achieved. Women are still concentrated in low-paying, traditionally female-dominated occupations (such as clerical and retail sales), while most jobs in the higher paying, more prestigious professions are held by men. Despite attempts to reduce discrimination in the workforce, the occupational structure seems unlikely to undergo any substantial change. The continued segregation and underutilization of women in the workforce can have serious consequences in terms of women's psychological and physical well-being; it also has direct economic and income-related implications for women. A large wage gap between men and women still exists, and female-headed households are among the poorest in the country. Cultural expectations and gender-role stereotypes, self-esteem and self-confidence, family and life planning, parental influence and fear of success, and problems and solutions are considered. It is the responsibility of teachers, parents, counselors, and school administrators to address gender stereotypes and occupational inequities that negatively influence female students. The following are possible strategies for providing an equitable, gender-fair education to all females: (1) mentor programs; (2) non-traditional role models; (3) curriculum revision; (4) curriculum innovation; (5) teacher/counselor training; (6) parental-male peer awareness; and (7) mathematics and science emphasis. (RLC)
Descriptors: Affirmative Action, Educational Discrimination, Educational Opportunities, Elementary Secondary Education, Equal Education, Females, Guidelines, Higher Education, Income, Labor Force Development, Nondiscriminatory Education, Salary Wage Differentials, Sex Discrimination, Sex Fairness, Sex Role, Sociocultural Patterns
Publication Type: Opinion Papers; Reports - Evaluative
Education Level: N/A
Authoring Institution: N/A