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| Autor/in | Verheyden-Hilliard, Mary Ellen |
|---|---|
| Institution | Ohio State Univ., Columbus. National Center for Research in Vocational Education. |
| Titel | Professional Development Programs for Sex Equity in Vocational Education. Information Series No. 148. |
| Quelle | (1979), (28 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Career Counseling; Coordinators; Counselor Attitudes; Counselor Training; Educational Planning; Employed Women; Federal Legislation; Professional Education; Program Development; Sex Discrimination; Sex Stereotypes; State of the Art Reviews; State Programs; Statewide Planning; Vocational Education |
| Abstract | One of a series of sixteen knowledge transformation papers, this paper reviews that state-of-the-art of professional development as it relates to sex equity in vocational education. First, the problem of sex discrimination is presented with statistics showing the number of women currently working and the number who are heads of their households. Next, the extent of bias among counselors and teachers is discussed since various studies have shown that most counselors have conservative attitudes towards the idea of the working mother and are not informed about the roles of women in the work force; that schools generally use biased guidance materials; and that most women pursuing nontraditional vocational education are faced with problems such as harassment that teachers do not know how to control. Methods for implementing change among vocational education teachers, counselors, and administrators are summarized for both preservice and inservice. Also covered are suggestions for helping students ovecome sex stereotyping in their occupational choices. At the end, the results of a survey of sex equity coordinators are given. Based on the responses of coordinators in twenty-one states, it is concluded that the focus of the coordinators' efforts in professional training varies from state to state and that planning for the training is as important as the training itself. (ELG) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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