The Triple Bias: Rural, Minority and Female.

Autor/inn/en	Amodeo, Luiza B.; und weitere
Titel	The Triple Bias: Rural, Minority and Female.
Quelle	(1981), (11 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Access to Education; Educational Needs; Employment Patterns; Employment Qualifications; Equal Opportunities (Jobs); Fatherless Family; Females; Low Income; Mexican Americans; Minority Groups; Needs Assessment; Racial Differences; Rural Environment; Rural Population; Rural Urban Differences; Self Actualization; Sex Differences; Sex Role; Socioeconomic Status; Spanish Speaking; Unskilled Workers + Suchen Sie Ihr Suchwort? Education; Access; Bildung; Zugang; Bildungszugang; Educational need; Bildungsbedarf; Beschäftigungsstruktur; Employment qualification; Vocational qualification; Vocational qualifications; Berufliche Qualifikation; Equal opportunity; Equal opportunities; Job; Jobs; Chancengleichheit; Beruf; Weibliches Geschlecht; Niedriglohn; Hispanoamerikaner; Ethnische Minderheit; Bedarfsermittlung; Rassenunterschied; Ländliches Milieu; Landbevölkerung; Stadt-Land-Beziehung; Self actualisation; Selbstverwirklichung; Sex difference; Geschlechtsunterschied; Geschlechterrolle; Socio-economic status; Sozioökonomischer Status; Unskilled worker; Hilfsarbeiter
Abstract	Rural Chicanas share values and problems with other rural women (conservative orientation toward sex roles and life styles, conflict between traditional demands of rural culture and pressure to enter the labor force), but with additional socio-linguistic barriers (limited English-speaking ability, few marketable job skills). Many Chicanas do not seek employment because they lack job or English language skills, are in transient occupations like farm labor or domestic services, are in the U.S. illegally, or have been subjected to discrimination and have given up hope of employment. During 1973, rural Hispanic women averaged 7.7 school years (2.4 years less than urban Chicanas). Median income for rural women was 50% below that of rural men. Nearly 44% of all rural poor families were headed by women, including many Chicanas, who thus needed to enter the work force. Priorities for rural Chicanas are: bilingual/multilingual information appropriate to communities; realistic information about educational/occupational possibilities; help in improving self-confidence and self-esteem; subsidized child care and bilingual, cross-cultural, non-sexist day-care centers; better access to health care, particularly for the physically/mentally handicapped; enforcement of nondiscrimination laws governing housing, employment, education and credit; education on property rights, inheritance, taxation, social security and other legal matters; programs to identify leadership abilities. (AW/MH)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC