Which statement most accurately represents expectations for males and females across cultures?

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lines and prescribes expectations and standards for behavior. Children learn to behave in ways which are similar to those of the people around them.

Children's socialization experiences may be very similar, such as those of two black females who grew up in rural southern U.S. communities. The difference may be extreme, such as the difference between an urban American male of English parentage and an Asian female living in a rural environment in China. The differences may extend far beyond individual likes and dislikes. They may include the ways we perceive the world, style of thinking, the ways we solve problems, and the things that we value as most important in life.

Every group within the society develops a philosophy or set of common beliefs, attitudes and values which are used as guidelines for individual and group behavior. Societies with little variation of social class, geographical environment and institutional intluence develop a strong sense of agreement as to the "rights" and "wrongs” and the "desirable" and "undesirables” of life. In larger societies such as the United States, the shared experiences and agreements are lessened. Although membership in a national group will provide some similarities of experience, the socialization process will vary in terms of family, social class, culture, and community groups.

The first socialization experience for the child is provided by the family. Family child rearing practices most often reflect cultural expectations and standards for age appropriate behavior. In a sense, a “life script" or life style is developed for children and adults. This script is believed to provide the necessary learnings for economic, physical, psychological and social well-being of the individual and the cultural group.

The mechanisms for enforcing the learnings and insuring that the child becomes a part of the groups and the larger society seem to remain consistent across the various cultural experiences. Four basic needs assist the "teaching" the expectations and standards for behavior: ?

1. The desire and need of the child to obtain affection, regard, acceptance and recognition from others

2. The desire to avoid unpleasant experiences of rejection or punishment from others

3. The desire to be like people whom the child has grown to respect, admire or love (identification)

4. The tendency to initiate the actions of others (role modeling) In these ways children are taught the appropriate behaviors for the roles that they will occupy throughout life.

Male-female distinctions represent the most common criteria for differential assignment of roles within a culture or a society. Historically, women have been assigned a secondary status in nearly every cultural group, although the pattern and extent of this secondary status varies. Socialization activities, have been designed to perpetuate that status and to prepare women for the secondary roles.

Both boys and girls have been prepared to carry out the prescribed roles and to avoid behaviors which would be associated with the other sex. These roles may have been appropriate to economic and social conditions of the past. The question to consider is, are they consistent with our urban, technological society and our democratic value system. It is time to reassess the ways boys and girls are channeled into sex stereotyped behaviors without consideration of their human potential and the changing requirements of our society.

An examination of the pervasiveness of the problem gives us some idea of the strategies which must be dveloped to promote any change. Betty Levy's essay on sex role socialization provides a framework for viewing sex differentiation throughout most cultures. The following, in large measure, is based on her research.

1. Sex-role behaviors are among the first learnings for children. Kagan's work indicates that the male/female distinction is clear to children as early as age twos and other research suggests that by preschool age, children know their sex and the play preferences, behavior patterns, and expectations that adults hold for that sex.

2. Sex roles become more stereotyped and restrictive with increasing age? The tolerance of cross-sex behavior is tolerated less as children grow older. Boys experience a greater degree of awareness of “feminine" behavior and tend to avoid those behaviors."

3. The male role is frequertly seen as the most desirable by children. Numerous studies document the increased desirability that children place on the male role. Masculine activities are seen as desirable and given high visibility and status. Girls are encouraged to be tomboys, whereas boys are frquently punished for exhibiting feminine characteristics. Pre-school children indicate a belief that boys have more fun. 10

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1. Although schools profess the promotion of equality of opportunity, they perpetuate inequality in our society. Schools profess learning as a purpose, but actually “teach" institutional conformity and non-thinking.

2. The curriculum, authority structure of schools and the policies of schools reflect social stratification and perpetuate stereotyped images of minority groups and sex roles.

3. Elementary school values are congruent with traditional demands of female sex roles. They reinforce obedience, social and emotional dependence, and docility.

4. Secondary schools further differentiate appropriate educational activities for boys and girls, placing more emphasis on girls' preparation for marriage and child raising.

5. Girls generally excel in elementary school programs due to the congruence of expectations with traditional feminine activities.

6. Underachievement of girls is evident in the drop-out at the onset of puberty. This results from the increased role conflict and the limited expectatations of schools.

7. Schools evidence greater concern for the future of boys than of girls.

The cost of this limited socialization opportunity for girls is evident in the outcomes for girls. Nancy Frazier and Myra Sadker have summarized existing research into a “report card” education's impact on girls. Some of the points included in their report are:

1. Intellectually, girls start off ahead of boys. They begin speaking, reading and counting sooner; in the early grades they are even better in math. However, during the high school years, a different pattern emerges and girls' performance on ability tests begin to decline. Indeed, male students exhibit significantly more IQ gain from adolescence than do their female counterparts. 17

2. Although women make much better high school grades than do men, they are less likely to believe that they have the ability to do college work."

3. Of the brightest high school graduates who do not go to college, 75–90 percent are women.

4. As boys and girls progress through school, their opinions of boys grow increasingly more positive and their opinions of girls increasingly more negative. Both sexes are learning that boys are worth more. 20

5. By the time they are in the fourth grade. girls' visions of occupations open to them are limited to four; teacher, nurse, secretary, or mother. Boys of the same age do not view their occupational potential through such restrictive glasses. 21

6. Decline in career commitment has been found in girls of high school age. This decline was related to their feelings that male classmates disapproved of a woman using their intelligence.22

7. In a survey conducted in 1966 throughout the state of Washington, 66.7 percent of boys and 59 percent of girls stated that they wished to have a career in professional occupations. However, 57 percent of the boys and only 31.9 percent of the girls stated that they actually expected to be working in such an occupation.2 If these are the educational outcomes for boys and girls, it is critical that we begin to examine the specific practices and ways that children are socialized into these behaviors. Examination of the practices of schools indicates that the messages of the appropriate role behaviors are transmitted to children in seven general ways:

1. Textbooks and instructional materials: Textbooks and instructional materials are designed to transmit knowledge and skills. They are equally effective at indoctrinating children in the prescribed behaviors through the selection and omission of life experiences.

2. Teaching Behavior: The behavior of teachers is the most critical dimension in the educational process, particularly in the elementary school. Their interaction with children in the classroom teaches children how to act, how other people will respond to you, how other people will treat you, and

the expectations others have for your future development. r

3. School and student groupings: One sex school and sex segregated groupings among children concretely demonstrate differential expectations for boys and girls. These are frequently seen in elementary school in reading groups, play groups, and classroom maintenance activities. In secondary schools vocational classes and interest groups frequently demonstrate stereotyped ideas of the appropriate roles for boys and girls.

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16. Nancy Frazier and Jyra Sadker. Serism in School and Society. New York : Harper & Row, 1973, pp. 71-73.

17. Eleanor Maccoby. "Sex Differences in Intellectual Functioning." In: Eleanor Maccoby, ed., The Development of Sex Differences, Stanford : Stanford University Press, 1966.

18. Patricia Cross, "College Women: A Research Description," Journal of Vational Association of Women Deans and Counselors, 32 No. 1, Autumn 196 12-21.

19. Women's Equity Action League. Facts About Women in Education. Can be obtained from WEAL, 1253 4th St., S.W., Washington, D.C.

20. S. Smith. “Age and Sex Differences in Children's Opinions Concerning Sex Differences.” Journal of Genetic Psychology, 54, No. 1, March 1939, 17-25.

21. Robert O'Hara, "The Roots of Careers," Elementary School Journal, 62, No. 5, February 1962, 277–280.

22. Peggy Hawley, "What Women Think Men Think." Journal of Counseling Psychology, 18, No. 3, Autumn 1971, 193–194.

23. Walter Slocum and Roy Boles. "Attractiveness of Occupations to High School Students." Personnel and Guidance Journal, 46, No. 8, April 1969, 754–761.

24. Sara Zimet, ed. What Children Read in School: Critical Analysis of Primary Textbooks. New York: Grune and Stratton, 1972.

25. *See: Women on Words and Images, Dick and Jane as Victims: Sex Sterotypes in Children's Readers, Princeton, N.J. Available from Women on Words and Images, P.O. Box 2163, Princeton, N.J. 08540.

Lenore Weitzban, et al. "Sex-Role Socialization in Picture Books for Preschool Children." American Journal of Sociology, 77, May 1970, 1125-1150.

Marjorie B. U'Ren, “The Image of Woman in Textbooks." In: Vivian Gornick and Barbara K. Moran, eds., Woman in Serist Society, New York: Basic Books, 1971.

26. Lenore Weitzman, Dale Bustamante, and Diane Rizzo. “Sex Roles in Graminar School Texts.” Presentation to the National Conference on Sex-Role Sterotyping, Washington, D.C., November 26, 1972.

Lenore Weitzman et al. "Sex-Role Socialization in Picture Books for Preschool Children.” Presentation to the American Sociological Association, Denver, Colo. rado, September 2, 1971.

27. Dolores Prida and Susan Ribner, et al. "Feminists Look at the 100 Books: The Portrayal of Women in Children's Books on Puerto Rican Themes." Interracial Books for Children, Spring 1972. Available from the Council on Interracial Books for Children, 29 West 15th Street, New York, N.Y. 10011.

28. Jean Dresden Grambs. "Sex-Stereotypes in Instructional Materials, Literature and Language: A Survey of Research." Women Studies Abstracts, 1, No. 4, Fall, 1972, 1-4, 91-94.

29. Sara Zimet. “Does Books Reading Influence Behavior?" Presentation to the Colorado Library Association Annual Conference, Intellectual Freedom Committee Program, Colorado Springs, December 9, 1972.

30. Agis Salpukas. "Survey of Textbooks Detects Less Bias Against Blacks but Little to Please Feminists." New York Times, March 28, 1973, p. 13.

31. Scott, Foreman and Company. Guidelines for Improving the Image of Women In Textbooks, Glenville, Illinois, 1973.

Sullivan Associates. “Recommendations for Eliminating Sex-Role Stereotyping from a School Curriculum." Compilation from a workshop at Sullivan Associates, Menlo Park, California, October, 1972.

32. Work of such groups as: The Feminist Press, Box 334, Old Westbury, New York; KNOW, Box 86031, Pittsburgh, Pennsylvania ; and Lollipop Press, P.O. Box 1171, Chapel Hill, North Carolina.

33. Examples include the Berkeley Unified School District, California ; Cedar Rapids, Iowa ; and Iowa City, Iowa.

34. James A. Banks, ed. Teaching Ethnic Studies. Washington, D.C.: National Council for the Social Studies, 1973, p. 172.

3.5. National Education Association, Checklist for Selecting and Eraluating U.S. History Textbook, Washington, D.C.: WEA, 1973.

36. New York Chapter of NOW. Report on Sex Bias in the Public Schools. 1972. May be obtained from WOW, 28 East 56th Street, New York, N.Y. 10022.

37. See Gail Bryan, Discrimination on the Basis of Ser in Occupational Education in the Boston Public Schools. Boston: Boston Commission to Improve the Status of Women, 1972.

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Curriculum for Teachers (Florence Howe).-Practical ways teachers can

learn non sexist education content and techniques. Institutional Ser Role Stereotyping (Gail McLure and John McLure).

Outline of a system approach for change.
Students and Ser Role Stereotyping (Claire Fulcher)—Programs for meet.

ing students concerns and needs.
Commnunity Involvement (Naydene Paysoure).-A look at how commu-

ity groups can assist change in schools. Happenings in Your Head (Verne Moberg).—Ideas for raising awareness

of sex role stereotypes. I'omen in Education (Suzanne Taylor).—Status of women within the edu

cational profession. Use of Media for Community Action (Ann Grant)-Demonstration of multi

media techniques for increasing community awareness. Erperience Based upon Career Exploration (Jan Birk and Faith Tanney).

Helping high school girls plan their careers. Identifying and Changing our own Serist Behavior with Children (Betty

Levy).-Ways that we transmit sex stereotypes to children in the class.

room. High School Curriculum (Cynthia Eaton and Carol Jacobs).-A model of

women's studies for high schools. Affirmative Action for Education (Althea Simmons).-Writing affirmative

action plans for school systems and institutions. Legal Tools to Fight Ser Discrimination (Charlotte Hallam).-Existing

legislation that prohibits sex discrimination in schools. Women's History-Her Story (Martha Gershun).—Socal studies curricu

lum for high school students. Media presentations

Five media presentations were interspersed throughout the conference program. They provided important content for the conference and a demonstration of the variety of ways that awareness can be increased. These presentations included :

Ser Role Stereotypes of Textbooks.—A slide show by Lenore Weitzman. Lenore Weitzman was then in the process of completing a study of the textbooks that are used by schools throughout the nation. The books studied included reading books, science books, spelling books, and mathematics books. This well-documented slide show graphically demonstrated the prevalence of sex role stereotyping in textbooks and other instructional materials.

Free to Be You and Me--Non-sexist record presented by Letty Progrebin. The Ms. Foundation had just completed the development of a non sexists record entitled "Free to Be You and Me." Letty told of Marlo Thomas' leadership in development and production of the record and played portions of the material for the audience.

Ser Stereotyping in Children's Readers—A slide show by the Women on Words and Images. The Women on Words and Images have provided national leadership in their study of children's readers. This slide show demonstrated some of their findings and techniques of raising consciousness.

Our North American Forcmothers-A slide show by Ann Grant. Ann Grant spent months researching the contributions of North American women. This excellent slide show presented her findings and demonstrated a most effective method of supplementing present curriculum materials.

“Dick and Jane"--A slide show by Corrine Perkins. Corrine Perkins, a teacher in Iowa City, Iowa, demonstrated how teachers could conduct their own studies of textbooks and use them as effective methods of in-service training.

SEX ROLE STEREOTYPES

(By Louise R. White) I am reminded of a statement by a president of the League of Women Voters, She said. “I think there may be one thing more valuable than an idea in its time, and that is an idea in action, an idea made to work by the efforts of people working together, making a commitment and taking the concrete steps to bring the idea into effect."

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(By Elizabeth Koontz) Prison uprising, drug addiction, alcoholism, suicide, poverty, hunger, welfare. job dissatisfaction, unemployment, underemployment, campus unrest, political decision—what to do these words bring to your mind?

Educators can do more about these problems than they realize by examining some of the schools' contradictions. Schools profess to promote equality of opportunity and the search for truth, with learning for living as one purpose. This must be examined in terms of processes, structures, practices, and the assumptions of educators, school boards, and parents.

The Women's Bureau was established 52 years ago at the instigation of women who deplored the conditions under which women and children were forced to work in factories. The Women's Bureau and the Children's Bureau were established by Acts of Congress,

Today we seldom hear of violations of the child labor laws, but only in recent years has concern been expressed about eliminating discrimination against women. What has brought this about? Two events have promoted the movement toward equal opportunity of the sexes: the influx of women into war industries during World War II, and the civil rights movement of the '60's. The youth culture has also played a significant role by changing lifestyles for youth and adults.

Schools can be a vital change agent. But if individuals are to expect economic, psychological, culturai, political and physical survival, the schools themselves must change. The attitudes of educators, school boards, communities and politicians who control school funds, must change. Curriculum, methodology, textbooks, policies and practices and focus must also change.

Why such emphasis on the schools? Simply because the school system is the institution through which we expect all citizens to gain knowledge of the traditions, mores, and culture they are to perpetuate. If that system perpetuates biases and prejudices that limit development of one's self concept and ability, it must be examined to ascertain the reasons for failure, and it must take corrective action.

Let's look at some of the problems :

Education is expensive, and will grow more expensive in the future. People want to “get their money's worth". When you mention "welfare” you get different reactions. Much emotion accompanies expressions such as “taxing me to support those who won't work and live better than I", or speaking of minorities as "lazy, shiftless, and not wanting to accept work”. What contributes to this condition is the political process. What do schools have to do with this?

Schools prepare one to cope with the world in which he or she lives and will survive. Notice that I said, “he or she”. That's first. Our language can determine a whole chain of events, decisions, policies and kinds of behavior. The implications become quite evident when generic uses of "he" become literal translations for preferences, or for success or failure. Females make up more than half of the population, but we regard them as secondary in most instances, and schools reflect that status.

Schools reflect society to a greater extent than they develop society's attitudes. Although we have become an industrial country, we have not progressed much beyond the limited ideas about women assigned by the previous agrarian society. We still have “women's work” and “men's work" even though mechanization and automation have changed and virtually eliminated men's heavy and rough work. Parental care of children has been almost completely assigned to women as a carry over from earlier days when women were required to work at home. Men worked outside the home to provide food, shelter and fuel. Despite the fact that all male duties of the home have been so modernized that women can now take care of them, little has been done so that the women can share the childrearing responsibilities with men. Herein lies most of the problem.

Somehow our society has tied women's roles as childbearers to every other aspect of her personness. We determine from this fact our rationale for the following decisions :

1. Women should not be permitted to hold jobs traditionally performed by men because families will break down if women work. That means women can cook, clean, plow, run tractors, repair machinery, drive cars, haul children, groceries or furniture, but they must not work at the same jobs for pay, or in competition with men.

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When we talk about minority group women we must be clear about including working class women as well as the poor. If we have begun to reach Black women, or women are joining us, they are by and large professionals. If they are speaking up for their sisters who are not professionals, that is great, but I don't always hear that.

Unless we are clear about racism, we can't deal with sexism, I have taken a long time in coming a round to that position, but I have come to it in part through the experience of teaching at Old Westbury where some of the experience is enough to turn a liberal into a racist. Some of the experience is that difficult and unpleasant. I am happy to say I wasn't a liberal in the first place, so I don't suppose I am going to wind up a racist. But I think the experience there is very difficult for white people who have been quite unconscious of their racism, or even when conscious of their racism, to be faced by hostility from Black people and from Puerto Rican people. To some extent it is deserved, but very often the people who face the hostility are not necessarily the people who deserve it.

I have been living recently in an environment very different from any that I have lived in before. During my two summers in Mississippi I was welcomed by the Black communities—an experience not comparable to that at Old Westbury where 30 percent are white—and it is a very educational experience for white people to be in a minority environment. Of course Black people and Chicanos understand what that means, but at Old Westbury they are the majority, and to some extent they act the way white people act when they are the majority. It is a very interesting thing.

I have learned about the necessity to come to grips with racism and sexism by teaching a women's studies course this term. I'm right in the middle of it, and I'm hoping that I can finish the semester without its going to pieces.

When I came into this classroom eight weeks ago to teach "Introduction to Women's Studies” I expected to find white women, because Black people at Old Westbury have largely been hostile to the idea of women's studies. Well, more than half the students in the class were Black women, and of course, my curriculum went out the window. The course has been different from any course I have ever taught. What is clear to me now is that Black and white women talk over each other's heads. They don't know what each other's lives are like, and they don't even begin to communicate with each other on the subject for a long time. It took many weeks before the women were willing to say that they don't trust each other. They may be friends; they don't want to be segregated; they don't want separate classes, but they don't trust each other. They don't trust each other about intimate matters, for instance, because they don't believe the other group can understand what their problems are, or their experiences, or their views.

I am not saying we can build bridges to understanding, if by bridges you mean the elimination of differences. We can communicate what the differences are about, and how they feel, and we can appreciate the differences. It seems to me that this the first step to political survival for all of us, not only in community relations, or conferences, but in the schools.

What has happened in my classroom may be a paradigm. We have not been able to talk much about sexism, or we can talk about it for only half the class period. I talk with the Black students, though I don't really know that I'm doing it until the next day when I suffer white backlash. I know I divide my attenion, but I don't know how to stop because I know of no way to talk both to Black and white students about some subjects. Michelle Russell assisted in my class and was marvelous because she could do the reverse of what I do.

In addition to its interracial composition, half the people in my class are lower, or working class. A few are upper or upper-middle class, and a couple are upperupper. We also have three generations of women in the class, the age range being 17 to 60 years, and some students have as many as eight children. There are about four youngsters aged 17 to 22 who are beginning to resent being called the "young people” in the class, but they really are somewhat different from the rest.

How do we deal with the issues of racism, sexism, and classism? We manage it by becoming a bit more sophisticated all the time, and a bit more knowledgeable about the issues. Also, we need to go beyond understanding to analysis. Until you have a history, you have no future. Until we understand where sexism and racism, our problems and illnesses come from, we will not know how to solve them. It's much more than knowing they exist. It's knowing where they came from and of what use they are to this nation.

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FIRST NATIONAL CONFERENCE ON SEX ROLE STEREOTYPES, NOVEMBER 21-26, 1972

AIRLIE HOUSE, WARRENTOX, VA. Abicht, Monika, instructor, l'niversity of Cincinnati, 203 X. Winterstreet, Yellow Springs, Ohio.

Ahlum, Carol, 7 Amherst Road, Amherst, Mass.

Alemany, Norah, associate teacher-trainer, Montessori Institute of L.A., 296 E. Green Street, Claremont, Calif.

Almada, David, NEA Chicano Caucus, 855 W. El Repetto Drive, Monterey Park, Calif.

Alroy, Phyllis, consultant, Women on Words and Images, 30 Valley Road, Princeton, N.J.

Arnold, Dean (Ms.), Florida Education Association, 105 Shelby Drive, Lake City, Fla.

Austin, C. Danford, professional developmnet consultant, Michigan Education Association, Office of Human Relations, 1216 Kendale Boulevard, East Lansing, Mich.

Barmus, Virginia, Harvard Graduate School of Education, 50 Stanton Road, Brookline, Mass.

Barnes, Bart, reporter, Washington Post, 1150 15th Street NW, Washington, D.C.

Bartl, Joan, Women on Words and Images, 30 Valley Road, Princeton, N.J.

Bender, Rogie, consultant, Women on Words and Images, 30 Valley Road, Princeton, N.J.

Birk, Janice M., counseling/psychologist, University of Maryland Counseling Center. ('ollege Park, Md.

Blakey, Hazel, NEA Staff, 1201 Sixteenth Street VW., Washington, D.C.

Blaufarb, Marjorie, Editor and writer, AAPHER/XEA, 1201 Sixteenth Street SW., Washington, D.C.

Brown, Pryde, consultant, Women on Words and Images, 30 Valley Road, Princeton, N.J.

Busch, Gloria, Jr., Chairperson, Human Relations Commission, Connecticut Education Association, 21 Oak Street, Hartford, Conn.

('ampbell, Deborah, NEA Staff, 1201 Sixteenth Street NW., Washington, D.C.

Capelle, Elizabeth, Feminists on Children's Media, 312 West 103 Street, New York, X.Y.

C'lark, Nancy R., vice president, Maine Teachers Association, RFD So. 2. Lambert Road, Freeport, Maine.

Cohen, Belle T., Education Specialist, Bureau of Education for Handicapped, U.S. Office of Education, Washington, D.C.

('oleman, Ernestine, teachers, Montgomery County Public Schools, 3028 Bel Pre Road, Silver Spring, Md.

Collver, Laura, Peoria Organization of Women for Equal Rights, 824 W. Stratford Drive, Peoria, Ill.

Cooley, Lynda M., Education writer, Daily Press Inc., Hampton, Va.

(ox, Ann, Manager, National Education Association, 1201 Sixteenth Street VW., Washington, D.C.

Craft, Silas E., School Administrator, Montgomery County Public Schools, 12907 Morningside Lane, Silver Spring, Md.

Cunniff, Ellen, field consultant, New Jersey Department of Education, 38 Maple Avenue, Belleville, N.J.

Daniels, John, director, Building Blocks School, 58 Grant Street, New York, X.Y.

Danshy, Rose, teacher, Albuquerque Public Schools, 2211 Cleopatra Place SE., Albuquerque, N. Mex.

DeLuca, Maria, filmmaker, University of Iowa, Iowa City, Iowa.

Dorr, Robin, writer, U.S. Department of Labor, 14th & Constitution Avenue, Washington, D.C.

Dotch, Martha, NEA Staff, 1201 Sixteenth Street NW., Washington, D.C.

Dunkle, Margaret, research associate, Association of American Colleges, 1818 R Street VW., Washington, D.C.

Dunson, Lynn, reporter, Washington Star, 225 Virginia Avenue SE., Washington, D.C.

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Dusek, Nancy, Harvard University, 44 Perkins Hall, Cambridge, Mass.
Dutch, Terri, Educational Specialist, 1018 Federal Building, Baltimore. Jd.

Eaton, Cynthia, Consultant, Women on Words and Images, 25 Cleveland La., Princeton, N.J.

Eschuk, Mary E., English Department Chairman, Normandy High School, 7195 Glencairn Drive, Parma, Ohio.

Ethridge, Samuel B., director, NEA Teachers Rights Division, 1201 16th St. VW., Washington, D.C.

Faber, Mary, NEA Teacher Rights, 1201 16th St. NW., Washington, D.C.

Federbush, Marcia, Committee to Eliminate Sex Discriminate in Public Schools, 1000 Cedar Bend Drive, Ann Arbor, Mich.

Fralley, Jacqueline M., WMTFESPS, 47 Amherst Rd., Amherst, Mass.

Frost, Delyte D., Communication Workers of America, 1338 River Road SW., Washington, D.C.

Fulcher, Claire, Director of Women's Resource Center, National Board, YWCA, 600 Lexington Avenue, New York, NY.

Gabriel, Regina Delaine, Toledo NAACP Youth & Young Adult Chapters, 3360 Downing Road, Toledo, Ohio.

Garner, Gerry, 3201 Landover Street, Alexandria, Va.

Gere, Judith, Consultant, National Cap Union Presbytery Task Force on Women, 2651 Old Dominion, McLean, Va.

Gershun, Martha, chairwoman, Feminist Press, Box 334, Old Westbury, X.X.

Golden, Gloria, director, Far West Laboratory for Ed. & R. & D., 2964 Shasta Road, Berkeley, Calif.

Gordon, Lola D., 1415 King Street, Pine Bluff, Ark. Grace, Nelson, youth adviser, NAACP, 2360 Fulton Street, Toledo, Ohio.

Grambs, Dr. Jean D., University of Maryland, College of Education, College Park, Md.

Grandstaff, John, chairman, Michigan Education Association, 24 Garrison Avenue, Battle Creek, Mich.

Grant, Anne, Education Coordinator, National Organization for Women, 617 49th Street, Brooklyn, N.Y.

Gray, Lee L., editor-writer, USOE, 400 Maryland Avenue SW., Washington, D.C.

Grefe, Mary, State president, AACW, 3000 Grand Avenue, Des Moines, Iowa.

Grobel, Jan, Dundalk Community College, 6903 Mornington Road, Baltimore, Ma.

Hallam, Charlotte, NEA Teacher Rights Division, 1201 Sixteenth Street VW., Washington, D.C.

Hardy, Nesa, NEA Teacher Rights Division, 1201 Sixteenth Street sw., Washington, D.C.

Harvey, Gerry, Bureau of Indian Affairs, Route 1, Box 2, Santa Fe, N. Mex.

Heath, Dr. Kathryn, Assistant Special Studies, Office of Education, 730–24th Street V Washington, D.C.

Heflin, Jean, Special Assistant, National Education Association, 1201 Sixteenth Street NW., Washington, D.C.

Hill, Earline E., Route 2, Box 64, Disputanta, Va.

Hilliard, Mary Ellen, Chair person, Education Committee, National Organiza. tion of Women, 3747 Huntington Street NW., Washington, D.C.

Hillard, Shirley, Chairman Education TF, NOW, 3800 Trailwood Lane, Fort Worth, Tex.

Hoffer, William, freelance, Saturday Review, 13416 Justice Road, Rockville, Md.

Hoffman, C. K., Public Information Specialist, Office of Education, 100 Mary. land Avenue SW., Washington, D.C.

Holmes, Marilyn, Secretary-Treasurer, Colorado Commission, Status of Women, 200 Fillmore, Suite 100, Denver, Colo.

Horowitz, Arlene, Washington Assistant, National Council of Jewish Women, 1346 Connecticut Avenue NW., Washington, D.C.

Hurdle, Beth, Communications Specialist, Virginia Education Association, 116 S. Third Street, Richmond, Va.

Ibrahim, Sandy, NEA Teacher Rights Division, 1201 Sixteenth Street VW., Washington, D.C.

Jacobs, Carol, LDTC/consultant, Women on Words and Images, 30 Valley Road, Princeton, X.J.

Jacobs, Jo, chairwoman, Committee to Study Sex, Discrimination in the Schools, 732 Garland Avenue, Kalamazoo, Mich.

Page 10

Florence Howe, Professor of Humanities, SUNY at Old Westbury, New York.

Ms. Howe, founder and editor of The Feminist Press and editorial board member of Women's Studies: An Interdisciplinary Journal, has taught at SUNY since 1971. She previously taught at Goucher and Queens Colleges, Hofstra University, and the University of Wisconsin. Ms. Howe directed the Goucher-Baltimore City Schools Pilot Project in the Teaching of Poetry. She received the Ph. D. degree from the University of Wisconsin, the M.A. from Smith, and the B.A. from Hunter College.

Wade Wilson, President, Cheyney State College, Cheyney, Pennsylvania. Wade serves as an elected member of the Executive Committee of NEA. He is active in many activities including the Council on Human Relations and has just completed a term as President of the Council on Human Relations.

Samuel B. Ethridge, Director, NEA Teacher Rights Division. He directs NEA programs in the promotion of Human and Civil Rights of Educators and Students and providing leadership for solving and social problems.

Margaret Stevenson, Assistant Executive Secretary for Programs, NEA. She directs NEA programs outlined in the six program goal areas. An advocate of classroom teachers, Margaret is presently the highest ranking female staff member of NEA.

Shirley McCune, Associate Director, Human Relations Section, NEA Teacher Rights Division. Shirley has had primary responsibility for the implementation of the conference.

Hazel Blakey, Conference Coordinator, NEA Teacher Rights Division. Hazel has played a key role in the development and implementation of the conference. She is responsible for administrative support for the conference.

Nora Alemany, University of California, Riverside. Nora's primary interest is in early childhood education. Her workshop will discuss models for NonSerist Early Childhood Education.

Joan Bartl, Women on Words and Images, Princeton, New Jersey. Joan is a member of a team of women who have established themselves as experts in articulating ways that sexism is perpetuated in elementary schools and means of bringing about change. She will present materials in the workshop on Consciousness Raising Techniques for Changing Schools.

Rogie Bender, Women on Words and Images, Princeton, New Jersey. Rogie has established herself as an action oriented member of the Women on Words and Images group. She will be presenting her ideas in the workshop on Consciousness Raising Techniques for Changing Schools.

Jan Birk, University of Maryland Counseling Center, College Park, Maryland. Jan, a clinical psychologist, has been active in programs which meet the needs of college and the mature women. More recently, she has been working to develop career counseling models for high school girls. This will be presented in the workshop, Experience Based Career Exploration.

Cecilia Burciaga, a program analyst at the U.S. Commission on Civil Rights, has been working on the “Mexican American Education Study".

Cynthia Eaton, Women on Words and Images, Princeton, New Jersey. Cynthia is a leader in raising and awareness of others to the ways that sex role stereotypes affect education. She participated in planning the Conference and developing materials, and will discuss High School Curriculum in her workshop.

Claire Fulcher, Director, Women's Resource Center, YWCA. Claire has been an active participation in the development of the Conference. She has recently assumed responsibility for the YMCA's Women's Resource Center. She will participate in the workshop on Students and Sex Role Stereotyping.

Martha Gershun, The Feminist Press, Old Westbury, New York. Martha has been working with teachers in the New York City School System to develop materials that incorporate women's roles and contributions. She prepared materials for the conference and will present them in the workshop Women's HistoryHerstory.

Anne Grant. National Organization for Women, New York City, New York. Anne, chairperson of the NOW Committee on Education, is an outstanding leader in documenting how schools promote sexism. She has recently developed the multi-media presentation, Our North American Foremothers, which provides a much needed resource depicting the contribution of women.

Charlotte Hallan, Staff Associate, DuShane Fund. NEA, Charlotte, a DuShane Fund lawyer in the NEA Teacher Rights Division, has led the way in the litigation of women's rights as thev affect teachers. She will present a workshop on Legal Tools to Fight Sex Discrimination.

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Saturday, November 25 8 a.m., breakfast.

9 a.m., slide show: Sex Role Stereotyping in Textbooks, Lenore Weitzman, Dale Bustamante, University of California, Davis.

10 a.m., workshops—Education Association Involvement: Cora McHenry, Arkansas Education Association; Kate Kirkan, National Education Association. Racism /Sexism : Michele Russell, consultant, Detroit, Mich. Analyzing Instructional Materials—Content Analysis : Sara Zimet, University of Colorado Medical School. Non-Sexist Early Childhood Education : Nora Alemany, University of Dalifornia, Riverside. Consciousness Raising Techniques for Changing Schools: Rogie Bender, Joan Bartl, Women On Words and Images. So You Want To Teach Women's Studies ? Florence Howe, SUNY/Old Westbury. Institutional Sex Role Stereotyping : John McLure, Gail McLure, University of Iowa. Students and Sex Role Stereotyping : Ellen Patton, Claire Fulcher, students, YWCA Women's Resource Center. Community Involvement: Maydene Paysoure, NAACP. Happenings in Your Head : Verne Moberg, Feminist Press.

12 noon, lunch.
2 p.m., "Free to Be You and Me"—Betty Progrebin, Ms: Foundation.

2:30 p.m., slide show presentation: Women On Words and Images, Sex Stereotyping in Children's Reading.

3:15 p.m., workshops—Women in Education : Suzanne Taylor, Connecticut Education Association. Use of Media for Community Action ; Our North American Foremothers: National Organization for Women, Anne West. Experience Based Career Exploration : Jan Birk, Mary Faith Tanney, University of Maryland. Identifying and Changing Our Own Sexist Behavior with Children: Betty Levy, Teachers College, Columbia University. High School Curriculum : Cynthia Eaton, Carol Jacobs, Women On Words and Images. Affirmative Action for Education: Althea Simmons, NAACP. Legal Tools to Fight Sex Discrimination : Charlotte Hallam, DuShane Fund, National Education Association. Counseling Needs of Spanish American Boys and Girls : Cecilia Burciaga, U.S. Commission on Civil Rights. Women's History-Herstory : Martha Gershun, Feminist Press.

5:30 p.m., free time. 6:30 p.m., dinner.

7:30 p.m., General Session-Presentation-Slide Show : Corrine Perkins, Dick and Jane Receive a Lesson in Sex Discrimination. Special Interest caucuses. Special Interest Workshops.

Sunday, November 26 8 a.m., breakfast. 9 a.m., Schools and Political Survival: Florence Howe, Feminist Press. 9:45 a.m., framework for action--Shirley McCune. 10 a.m., State and regional group meetings—back home plans.

11:30 a.m., reporting and general session-Sam Ethridge. A Look to the Future : Dr. Wade Wilson. 12:30 p.m.,

Page 12

STATEMENT OF DIANE MCDONALD, WOMEN'S CAUCUS, NATIONAL EDUCATION

ASSOCIATION

Ms. Chairwoman and members of the Subcommittee on Equal Opportunities, my name is Diane McDonald. I am an elementary teacher and I am here representing the Women's Caucus of the National Education Association.

Teachers are becoming increasingly aware of practices which perpetuate sex-role stereotyping in the schools. Many of us believe that such practices unnecessarily limit the potential of girls and boys.

We know, for example, that children are influenced by the text and illustrations of the books they use to learn to read. Some examples I have seen include:

"We are willing to share our thoughts with mankind. However, you happen to be a girl."

"Look at her mother. She is just like a girl. She gives up.". "Women's advice is not worth two pennies. Yours isn't even worth a penny."

"He didn't want anyone to talk about feeling sorry for him. He felt so sad he was afraid he might cry."

Further analysis of most text books available to schools from social studies to mathematics show boys and fathers to be well-rounded, self-sufficient persons while girls and women are frequently portrayed as colorless, mindless creatures who spend their lives in aprons.

Children are surely getting the message!

As teachers we must become aware of our expectations for children and realize the influence our attitudes and practices have on the children's expectations of themselves and others. If teachers expect boys to be more active and aggressive; girls to be more verbal and cooperative; they probably will be.

But teachers need opportunities to examine and rethink their ideas and classroom practices. Pre-service and in-service education is immediately necessary for teachers to implement equal educational opportunities for all children.

In my experience, neither pre-service or in-service training has included any mention of the need to be aware of stereotyping children by sex.

I am entering my eighth year as an elementary teacher. During this time I have had six to ten days of in-service training included in my contract each year. I have also had four six-week summer training sessions, I am now working on my third degree at my seventh university. In all of this experience no one has ever discussed sex-role stereotyping in schools.

Teachers do not control in-service education funds, nor are they the decisionmakers in implementing in-service education programs.

Cooperative relationships between school and community must exist for teachers to have the resources necessary to make changes in school practices retarding sex-role stereotyping.

Funds are critically needed to begin re-education ourselves to prepare children for the lives they will lead.

Ms. COLE. In addition, the report contains a number of names of resource people that I felt the committee might want to know about.

Mrs. Mink. You may proceed as you had planned.

Ms. COLE. Mrs. Chairwoman and members of the Subcommittee on Equal Opportunities, my name is Katherine W. Cole and I am here representing the Resource Center on Sex Roles in Education, a project of the National Foundation for the Improvement of Education.

The Resource Center is a national project carrying out three functions:

1. Preparing materials that assist schools and community groups in the reduction of sex role stereotypes;

2. Maintaining a clearinghouse of materials and resource persons working to reduce sex role stereotypes in elementary and secondary education; and

3. Providing technical assistance for research, conference design and training to organizations and groups working to reduce stereotypes.

Page 13

But we are still going to have some around. Through the orientation process you mentioned, maybe we could get to them. But they certainly stymie young people from coming forth and giving bright and fresh new ideas. It is hard to put people out to pasture now.

Mrs. Chisholm. I want the record to clearly indicate that I am not against persons who have years of experience. I don't think they should just be cast out in the pasture, because I hope some day to get old and I hope on the basis of my abilities and talents that I can offer a few services, even if I maybe reach the age of 90.

But I am saying there are far too many of these individuals that I think are thwarting the efforts that can be made to really bring about directional changes, attitudinal changes and what have you, and perhaps we have to look for some other kind of alternative for them.

Ms. COLE. Give them other options which will make them happy. Mrs. CHISHOLM. Right. Ms. COLE. Thank you.

Diane McDonald is accompanying me and she has a statement to give.

Ms. McDONALD. Mrs. Chairwoman and members of the subcommittee, my name is Diane McDonald. I am an elementary teacher and I am here representing the women's caucus of the National Education Association.

Teachers are becoming increasingly aware of practices which perpeturate sex-role stereotyping in the schools. Many of us believe that such practices unnecessarily limit the potential of girls and boys.

We know, for example, that children are influenced by the text and illustrations of the books they use to learn to read. Some examples I have seen include:

"We are willing to share our thoughts with mankind. However, you happen to be a girl."

“Look at her mother. She is just like a girl. She gives up."

"Women's advice is not worth two pennies. Yours isn't even worth a penny.”

“He didn't want anyone to ta'k about feeling sorry for him. He felt so sad he was afraid he might cry."

Further analysis of most textbooks available to schools from social studies to mathematics show boys and fathers to be well-rounded, selfsufficient persons while girls and women are frequently portrayed as colorless, mindless creatures who spend their lives in aprons.

Children are surely getting the message.

As teachers, we must become aware of our expectations for children and realize the influence our attitudes and practices have on the children's expectations of themselves and others. If teachers expect boys to be more active and aggressive; girls to be more verbal and cooperative; they probably will be.

But teachers need opportunities to examine and rethink their ideas and classroom practices. Preservice and inservice education is immediately necessary for teachers to implement equal educational opportunities for all children.

In my experience, neither preservice or inservice training has included any mention of the need to be aware of stereotyping children by sex.

Page 14

Ms. McDONALD. I feel, as Mr. Clay indicated, something about remedial education being necessary; I feel the only thing that would be somewhat akin to that would be to reeducate the people who are going to be educating the children. Those of us who are aware of the changes that need to be made have gone through a great change in our own thinking through our own resources but the schools are not attuned to it and they are very difficult to move.

I have found it virtually impossible to get a university to listen to a teacher about the kinds of things a teacher needs to have in order to teach, whether it is involving sex role stereotyping—in many cases they don't even know what I say when I say sex role stereotyping. They think I mean sex education.

So the level of consciousness is so low and the ability to move the higher educational institutions is so difficult that I think the forces need to prevail on these universities that they will listen to.

Universities are also frequently responsible for inservice training and planning for those teachers who are already teaching. Therefore, they have a double responsibility to become attuned to what is needed.

Mrs. CHISHOLM. Thank you very much. Our chairwoman is back.

Mrs. Mink. I have a question in relation to your response. The importance of the university, I think, is recognized insofar as the inservice teacher training capabilities they might develop and with regard to the new teachers that they are training each year.

But what do we do with the teachers that do not sign up for inservice training that is planned, who are the real victims of society with regard to sex differentiations as seen in the way they present their curriculum.

What are we going to do about this problem, or is there nothing we

Ms. McDonald. I see two points of entry. One is through the educational associations. There has been a move in the National Educational Association to establish women's educational committees at the State and local levels. It has been recommended by the National Association that all affiliates do this.

These organizations are made up mainly of teachers and can, if they choose to, if they harness their potential, they can educate teachers. The other point of entry would be the school system itself.

I have never heard of a school system that did not require some type of inservice education for its teachers. This is certainly getting to be more of a trend, not less. So that we just get to the people who are the decisionmakers in determining what that inservice will be. That is usually the people who are, from what I have seen, the least convinceable that sex role stereotyping exists, so I see those two points as the only way to reach those teachers who will not voluntarily go out and seek information.

Mrs. MINK. Can you tell us what the Women's Caucus of NEA is?

Ms. McDonald. It is a group within the NEA that is made up of women and men who are interested in working at the national level for women's issues in legislation. in national policies of the Educational Association, and in assisting local associations in developing women's education programs.

We have mainly worked at our national convention to bring to the attention of the delegate assembly those issues that are important for women, and to provide a communications system for those people around the country who are working in this field so that we can help each other out.

Mrs. Mink. What percentage would you say of the NEA identifies with the Women's Caucus?

Ms. McDonald. We have approximately 1,000 members out of 1,400,000 at this point. But we have increased our membership by almost 50 percent. We have only been operating for 3 years. So we are increasing quickly.

Mrs. Mink. Do you think this legislation will assist the Women's Caucus of NEA to enlarge its membership!

Ms. McDonald. I most sincerely hope so.

Mrs. Mink. Thank you very much. May I thank both of you for your contribution to the hearing today.

I would like next to call Joy Simonson, president of the Interstate Association of Commissions on the Status of Women.

We welcome you to the committee today. Without objection, your testimony will be inserted in full in the record at this point, and you may proceed in any way you choose.

[The statement referred to follows:]

STATEMENT OF Joy R. SIMONSON, PRESIDENT, INTERSTATE ASSOCIATION OF

COMMISSIONS ON THE STATUS OF WOMEN The Interstate Association of Commissions on the Status of Women appreciates this opportunity to appear before this Committee to express our strong support for H.R. 208, the Women's Educational Equity Act of 1973. We have been interested in this legislation from its inception and are delighted that these hearings have been scheduled to focus attention in Congress and elsewhere on this vital subject.

Although the Interstate Association is only three years old, there have been Commissions on the Status of Women in the States since the original Presidential Commission, appointed by President Kennedy and chaired by Ms. Eleanor Roosevelt. Today there exist Commissions, based either in legislation or executive orders, in most of the States and in a rapidly growing number of cities and counties. They represent the concern of their respective governments with the needs and problems of women. They serve as bridges between the “establishment" and the wider community of women.

Education, at all levels and in its varied aspects, has been a primary subject for study and action by Commissions on the Status of Women throughout the country and by the Interstate Association itself. At our recent Third Annual Conference in Philadelphia, we adopted three significant Resolutions on Human Rights, Education and Higher Education (copy attached) relating to this area. Probably no subject, except perhaps the Equal Rights Amendment, has occupied so much of our attention. I will submit for the record statements and author of this bill, Representative Patsy Min, that because of the enormity of the problem of sexism in education and its debilitating effects on our society in the wastage of human potential, the problem must now be attacked at a national level to be effective. America will not be able to achieve its full potential until every member of society has the opportunity to develop her/his full human potential.

Research has shown that different attitudes are expressed toward female and male infants as early as two days of age. Sex role condititoning is in the very atmosphere in which girls and boys develop in their homes and schools. For example, sports are of great importance in American life, so it is significant that sports programs for girls in many schools have been almost non-existent. Often girls teams use the gymnasium or pool when the boys aren't using it, such as before school or in the evening. The separate but equal program has been mainly a myth because of wide disparities between the boys and girls sports programs. Two examples found in 1972 high school budgets from midwestern cities were 1) $192.000 for boys interscholastic sports vs. $9.700 for girls interscholastic sports; 2) $225,000 for boys sports and nothing for girls.

I commend to you the article "Training the Woman To Know Her Place: The Social Antegedents of Women in the World of Work," written by Drs. Sandra L. and Daryl J. Bem for the Pennsylvania Department of Education in 1973. It summarizes much of the research on sex role conditioning and shows how it psychologically handicaps females and prevents their taking advantage of options which may be theoretically or legally open to them.

This point is of particular import nce in relation to the legislation before you. It might be asked why a “Woman's Educational Equity Act” is needed now that we have such a wonderful array of legal weapons against sex discriminationTitle IX of the Education Act of 1972. Title VII of the reports prepared by several State Commissions which provide examples of the work being done in this field-hearings, surveys, publications, etc. Other Commissions, including Hawaii, will submit material directly to the Committee. The attached bibliography lists some of the materials prepared by States Commissions in the area of sex bias in education.

The Pennsylvania and Minnesota Commissions have been instrumental in working with their State Departments of Education in the adoption of guidelines and policies intended to eliminate sexism in the public schools. These policies include elimination of sex segregated and sex stereotyped programs, activities and courses, development of career education programs for all students which recognize the need for equality of opportunity in career choice regardless of sex, inclusion of feminist literature in school libraries, selection of textbooks which promote the elimination of sex bias, and the provision of an equal opportunity program of hiring, training and promotion of all persons regardless of sex, race or marital status. (I am submitting copies of these excellent policy statements.)

We have been so involved in problems of education for just the reasons we are enthusiastically supporting H.R. 208—there is nothing more fundamental and essential to improving the status of women in our society than providing an educational system, broadly defined, which will be truly equitable. Even as we work for changes in the U.S. and State Constitutions, for enactment and enforcement of a variety of laws to equalize the position of women and men, and for breakthroughs in employment, we remain conscious that attitudinal barriers to “full participation in American society” (as Sec. 2 of H.R. 208 so well phrases it) underly all the other obstacles.

We believe that many efforts on a local and state level are very important in raising the consciouness levels of the people involved in the studies and the public officials to whom the studies are directed, in alerting them to the magnitude of the problem of sexism in our society. But we agree with the Civil Rights Act of 1964, Executive Orders 11246 and 11375, and others. In my judgment, H.R. 208 is needed to facilitate affirmative action, to help women overcome the effects of past discrimination and to help society itself overcome the attitudinal barriers which permeate the thinking and reacting of men and women. If this bill can provide "equity" for women, they will be equipped to move toward the "quality" which is mandated in many federal and state laws. The programs and support provided in this legislation can give women the skills they have been denied so they will be able to move into the full rnage of educational opportunities and regular programs.

Because of the pervasivensss and subleties of the inequities affecting women, I am pleased to note the great variety of actvities authorized by H.R. 208. Commissions on the Status of Women have recommended many of them as a result of their own studies. They have contributed countless thousands of womanhours to projects ranging from surveys of student attitudes to establishing resource centers to counsel women; from investigations of the employment status of women at every level of the educational system to analyzing textbooks and curricula for sexist bias; from role model projects for high school girls to protesting stereotyped career connselling ; from organizing in-service workshops for professionals to presenting radio and television broadcasts. We know that other women's organizations have similiarly poured forth volunteer efforts in this cause.

But the needs are too urgent to be left to the voluntary groups and the spotty "drop-in-the-bucket" funding that a handful of projects have struggled to obtain from government agencies or foundations. We need the Council on Women's Educational Programs and the fund authorization provided by H.R. 208 to give both a psychological and a boost. The Interstate Association recommends that major emphasis be placed on the following:

Development of new and improved curriculum that will portray men and women equally—this includes the development of textbooks and materials that do not portray sex bias.

Development of a model career education program which recognizes the need for equality of opportunity to girls and boys to choose roles for themselves without being conditioned into a stereotype of which is appropriate for a man or woman.

Development of community education programs that focus on the changing and multiple roles of women and men, the changing relationships between women and men in our society, the equalitarian marriage and other forces of change in present day society.

Development of training programs for teachers, counselors and other educational personnel so they do not continue to educate and counsel young men and women in the sex biases of the past.

Deveolpment of physical education programs at all educational levels so that women develop strong, coordinated bodies and enjoy an active, healthy life.

Development of programs aimed at increasing the number of women in administrative positions at all levels in institutions of education.

Development of training, educational and employment programs for unemployed and underemployed women. While the $15 million authorized for the first year is miniscule in comparison with other sums spent on education, it will have an effect far larger that the dollars involved. The dissemination of information, of demonstration proj. ects, research, etc. required under the bill will reduce the present wasteful process whereby groups are “re-inventing the wheel" in many communities. Professional expertise and practical know-how can be shared to amplify volunteer efforts. There are worthwhile programs underway, but we need a mechanism for adapting and communicating them to communities around the nation.

The Interstate Association sincerely hope that your Committee will report out H.R. 208 favorable. I assure you that Commissions on the Status of Women in every part of the United States will gratefully support your efforts.

INTERSTATE ASSOCIATION OF COMMISSIONS ON THE STATUS OF WOMEN

SELECTED RESOLUTIONS-PASSED BY THIRD ANNUAL CONFERENCE-JUNE 15-17, 1973

Human Rights IACSW urges member Commissions to work for passage, strengthening and enforcement of laws which prohibit discrimination on the basis of sex, race. color, creed, religion, national origin, age, and marital status in employment, housing, public services and education; and further recommends that federal, state, and local agencies and departments charged with the enforcing of such laws and the implementing of guidelines should be adequately funded and supported. Education

Whereas sex role stereotyping permeates all levels of education and all phases of our educational system, and

Whereas women faculty and staff continue to be discriminated against, and

Whereas present federal laws and orders have not been adequately enforced, including:

Executive Order 11246 as amended by 11375 Title VII of the Civil Rights Act of 1964 Equal Pay Act of 1963

Title IX of the Education Act of 1972

Title VII and Title VIII of the Public Health Service Act Therefore be it resolved that IACSW and member Commissions strongly urge the Secretaries of Labor, HUD, and HEW to:

(1) conduct compliance reviews by federal agencies in institutions against which sex discrimination complaints have been filed and institute economic sanctions when applicable;

(2) move without further delay to facilitate issuance of effective Title IX (Higher Education) Regulations;

(3) provide training to State Employment Security staff and State De partment of Education staff in existing sex discrimination laws and regulations, including their implementation for state and local governments;

(4) investigate ways that research, contracts and program funds could more effectively deal with needs of women.

Be it further resolved that IACSW supports measures necessary to equalize a high level of educational opportunity for all women. IACSW urges its membership to take positive steps to assure that sex bias not be perpetuated in explicit or implicit ways in the development of any career education programs.

Women in Higher Education IACSW endorses the joint statement on women in higher education coordinated by the AAUW and prepared by representatives of 13 national educational organizations, because the statement :

(1) Recognizes the wide spread discrimination that exists in our institutions of higher education and the moral and legal obligations of colleges and universities to eliminate discriminatory practices.

(2) Deals specifically and in detail with the four major areas of discrimination against women: Equal education, including program flexibility, parttime study, curriculum, continuing education, counselling, placement, housing, health services, and student services and facilities; Employment, including recruitment and hiring, salaries and conditions of employment, and assignments and training; Participation of women in decision making, including general participation, facility and administration, students, trustees and regents; and Institutional services and practices, including institutional and community data collection, child care facilities and administrative coordination.

Married and Pregnant Students Whereas many school districts in the United States do not allow married students and pregnant school girls to remain in school, and

Whereas many of these young people never complete their high school education which is a prerequisite for most job training and as a result many are forced to seek public assistance,

Therefore, be it resolved that the member commissions should petition their state legislatures to enact legislation which would make it illegal for a school district to force any student who is pregnant and/or married to leave school or to restrict participation in school activities and to make it mandatory for each school district to have a program which will actively encourage every person in the district to complete his/her high school education.

BIBLIOGRAPHY OF MATERIALS FROM STATE COMMISSIONS OF IACSW

Education and Counseling Status Report of Young Men and Women: A survey of senior students from fourteen public secondary schools in Arkansas, December 1972 by the Task Force on Education and Counseling, Governors Commission on the Status of Women, Little Rock, Arkansas.

Interim Rrport on Children's Literature: Survey of young children's books, preteen books and young adult books and responses of publishers to letters on role of women portrayed in books, Colorado Commission on the Status of Women, March, 1972.

Equal Opportunity for Women: A statement of policy and proposed action presented to the State Board of Education, August, 1972.

Basic Principles for Minimizing Sexual and other Biases in the Instructional Program by State Board.

HAWAII

Proposed Plan of Action of Task Force on Sex Bias in Education, May 1973. Includes committee structure and timetable, State Commission on Status of Women.

Report of the Education Committee: The Status of Women in Higher Education in Illinois. Results of survey and of public hearings March, 1973. Illinois Commission on the Status of Women-available from Elizabeth Kaspar, 808 Jamie Lane, Macomb, Illinois.

Page 15

Although the Interstate Association is only 3 years old, there have been commissions on the status of women in the States since the original Presidential Commission, appointed by President Kennedy and chaired by Ms. Eleanor Roosevelt.

Today there exist commissions, based either in legislation or Executive orders, in most of the States and in a rapidly growing number of cities and counties. They serve as bridges between the “establishment” and the wider community of women.

Education, at all evels and in its varied aspects, has been a primary subject for study and action by commissions on the status of women throughout the country and by the Interstate Association itself. At our recent third annual conference in Philadelphia, we adopted three significant resolutions on human rights, education, and higher education, which we have attached to this statement, relating to this area. Probably no subject, except perhaps the equal rights amendment, has occupied so much of our attention.

I have with me examples of some of the commission's work and other commissions will be sending in statements or reports directly to the committee. I understand that the Hawaii commission, for example, is planning to communicate with the committee. But I think some of these may be of interest to you, to show you the variety of conclusions that the commissions have around the country.

In Pennsylvania, they have adopted a statement which I would appreciate having inserted in the record. It is a short statement submitted to the committee from the Pennsylvania Commission on the Status of Women. I would appreciate if this could be in the record.

Mrs. Mink. Without objection, this will be inserted in the record at the end of your statement.

Ms. SIMONSON. In Pennsylvania, the commission has worked with the superintendent of education at the State level and last September he issued to the school administrators throughout the State of Pennsylvania an excellent statement on sexism in education which I think is important. It is the kind of thing we would have liked to have written ourselves. The fact it came from a chief school officer in his change of command makes it quite significant. It is a one-page statement.

Mrs. MINK. Without objection, that will be inserted also at the end of your statement.

Ms. SIMONSON. Similarly in Minnesota, the State commission on the status of women has worked with the school authorities and the Minnesota State Board of Education has issued a pamphlet or a statement of policy and proposed action entitled “Eliminating sex bias in education," which has gone to all the local school superintendents in the State of Minnesota. Again, it is something I would hope would be replicated in many States.

Mrs. Mink. Without objection, that will be included at the end of your statement.

Ms. Simonson. In Illinois we have here a report which was prepared by the commission on the education committee where they study the status of women in higher education. They surveyed all the State universities and colleges and found a shocking situation.

I won't go through this now and I think probably it is too long for insertion, but if I could leave it for staff perusal. It reviews several major aspects not just recruitment and promotion which we know about.

Page 16

The older women raised quite a point that they are a “minority within a minority” that has perhaps not been sufficiently recognized within the women's movement, let alone within society.

As a result of this special double jeopardy workshop, we had several resolutions come to the floor which were enthusiastically adopted, recommending that in future conferences and in future committees, and so on, of the Interstate Association we include attention to the problem of racism along with sexism in every one of our activities. So we have bound ourselves to do that.

From my personal acquaintance with the makeup of Commissions, I would say it varies as you would rather expect around the country. In the District of Columbia, which is the Commission I have worked on, our chairman for the last 4 years was a distinguished black physician, Dr. Dorothy Ferebee.

I have not counted them, but the majority of our members are black, as you would expect and hope for, in the District of Columbia. In other Commissions there are minority women, but small numbers of them. I am happy to say in Mississippi they have the first black women appointed to a Commission in Mississippi. So we are definitely making progress.

Mrs. MixK. A re most of these commissions established by law or simply voluntary decisions on the part of the Governors and mayors of these communities?

Ms. SIMONSON. There are some of each. The trend, however, in the last few years has been more and more toward statutory commissions. We debated among ourselves as to which is the preferable route. There are advantages to each.

Originally, the commissions were set up by executive order of the Governors, but more and more of them now have a statutory base; and along with that, fortunately, has been the matter of appropriations, and more and more commissions are getting budgets. Some of them are very small, but they are getting funds.

Now the thing is the development of commissions at city and county levels. So far, I know of only one or two that have come by, you might say, ordinance of the local city council. The others are by executive order of the mayor.

Mrs. CHISHOLM. I have one or two questions. Are these commissions primarily investigatory and/or research groups, or are they really action groups?

Ms. SIMONSON. I would say they are much more action. They have done limited amounts of research, and they have had hearings-one of the reports I submitted was on the basis of hearings that the New Hampshire commission had.

We recommended at our last meeting that commissions which have not done so go out to their communities and hold public hearings. So you could say they are investigating in that sense, but it is investigations aimed at action.

They have pushed for legislation at the State level and supported national legislation. They have pushed for appointments of women and for remediation of a variety of kinds of discrimination.

Mrs. CHISHOLM. Do these commissions have the power to use such instruments as deadlines if certain groups are dragging their feet? Do they have that kind of power inherent in their responsibilities?

Page 17

Js. Siyoxsox. It is not written down in anybody's enabling act that I know of. I think it depends on how they rate in the State hierarchy. Some commissions stand very well in their State governments and apparently carry quite a bit of weight. Others are much more on the outside trying to get in and don't carry that kind of weight.

Mrs. CHISHOLM. With respect to H.R. 208, do you feel that there is any place in this legislation where we can give teeth to these commissions?

Ms. Suvoxox. Certainly the funding possibilities. Even if the block grant idea is not adopted, I would imagine the commissions will come in with worth while projects, and if they can be funded, this will give them more ability to accomplish things.

Mrs. CHISHOLM. I have no further questions.

Mrs. Mixk. Thank you very much. We appreciate your testimony and thank you very much for your participation. [Ms. Simonson submitted the following material for the record :)

SEPTEMBER 5, 1972. Subject : Sexism in education. To: Chief school administrators, intermediate unit exeutive directors. From: John C. Pittenger, Secretary of Education, Commonwealth of Pennsyl

vania. In accordance with the intent of the Amendment to Article One of the Constitution of the Commonwealth of Pennsylvania which prohibits the denial or abridgement of rights because of sex, and in keeping with the policy of Governor Milton J. Shapp, as set forth in Executive Directive 13, which states, in part, “A major effort will be exerted to end discrimination against all minority groups and women ..." I hereby commit the Department of Education to making the elimination of sexism in education a priority.

The policies which I have established and upon which the public schools in the Commonwealth will be evaluated are that:

1. Sex-segregated and sex-stereotyped classes, programs, activities, and courses of study be eliminated.

2. Feminist literature be included in school libraries and efforts be made to secure instructional materials, including textbooks, which favorably portray women in non-traditional roles.

3. All students be counseled to consider a variety of career opportunities, not only those traditionally entered by persons of their sex.

4. Job placement practices assure students of employment opportunities without restriction because of sex.

5. Annual goals be set for hiring, training and promoting women of all races at every level of employment.

6. The role of women becomes an integral part of the school curriculum. I recommend you develop programs, if you have not already done so, such as the following to support these policies :

1. Sensitize all staff to sexism and to what are degrading and discriminatory practices. 2. Eliminate sex-stereotyped roles in all school publications. 3. Eliminate assignments by sex in all job classes and student positions. 4. Seek the establishment of child care/development programs for children of staff, faculty and students, with costs according to ability to pay. These programs can be used for training the students in child care and family relationships.

5. Provide before and after school programs especially for children whose parents work.

6. Provide a sex education course in human growth and development which includes emotional and physical growth and interpersonal relationships.

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While there is awareness among many people of racism and its debilitating effects on our society in the wastage of human potential, there is not the same awareness of the harmful effects and the extent of discrimination and stereotyping due to prejudices concerning gender.

The State Board of Education asks the Department and the public schools to assume leadership in eliminating bias and discrimination so that the many practices based on sexual stereotyping can be ended and the assumptions changed with evolvement of new values.

To implement this policy, the State Board of Education requests the Commissioner and the Department to act as follows:

Consider including a component on sex bias in the Human Relations Certification Regulation (Edu 520–521). Human relations training should include a study of the effects of sexual bias.

The State Board of Education is concerned about four areas in particular: discrimination in hiring and promoting, sex requirements for boys and girls to participate in sports and extra-curricular activities, sex bias in curricular and teaching materials, and providing in-service training for administrators and teachers to overcome the habits and practices of teaching stereotyped social roles.

Discrimination in hiring and promoting on the basis of sex and marital status has been a damaging and long-standing practice in Minnesota's educational system. Although women teachers still outnumber men, the number of women has been steadily declining for several years.

Promotion bias against females shows in the low number of women who are principals or superintendents. In 1971, only 24.6% of the elementary principals were women, .5% of the secondary principals, and there were no women superintendents in Minnesota.

The State Board requests the State Department to:

Review all Department job descriptions and eliminate all sex-based requirements for employment or promotion.

Develop a program within the Department which provides equal opportunity for promotion to higher level positions regardless of sex or marital status.

The State Board requests local boards to :

Provide equal opportunities for employment and promotion regardless of sex or marital status.

Make known to hiring officials and local personnel committees the pertinent laws on sex discrimination and to assure adherence to these laws.

Extra-curricular activities have too long been typed as masculine and feminine, resulting in exclusion of female students from the majority of sports activities. Certain courses are also presented as being for males or females, limiting the educational opportunities and destroying the motivation of all students for gaining a full education.

School counselors should encourage students to consider ca reers in accordance with their interests and abilities regardless of the traditional roles or careers.

The State Board requests the State Department to :

Review all State Board rules and regulations and take steps to eliminate all sex-based requirements for courses and extra-curricular activities for students.

The State Board requests local school boards and administrators to:

Provide equal access for all pupils to local school facilities, programs, equipment, staff services, and financial resources.

Some textbooks now used reflect stereotyped concepts of masculine and feminine roles. Some elementary textbooks show male adult roles as fireman, policeman, milkman or predominantly, a man in a business suit and tie who returns home to a wife who has spent the day doing dishes and housework.

These stereotypes lead children to believe that their parents are somehow unusual, because the majority of men in the state are not businessmen and many women work and support a family.

Boys in these books are shown as inventive, adventurous and capable while girls are shown as passive, negative influences who are preparing for a life in their hoped-for future household. These stereotypes discourage young girls from developing their basic personal potential and withholds them from the motivation gained from outside reinforcement that is granted to males.

The State Board requests local school boards and administrators to :
Select books which promote elimination of sex bias.

Books and other materials for raising consciousness of the patterns of existing bias and containing information on employment and promotion should be available to all people in the school system.

The State Board requests the State Department to :

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I feel very strongly about that. That is why I included the third part. I think we would see that as a very important part.

I remarked in our most recent convention, which was held in April in Miami, on the increasing number of young women who are very active in our organization now, all of whom seem to appear to be deeply committed, very much aware and deeply committed to the principles in your bill. They have a great deal to do to educate some of their own neighbors to the realities of the situation because they are not aware of the situation. They have not even thought about it.

Mrs. CHISHOLM. Thank you. That is all I have. Mrs. Mink. Thank you.

In the recommendations you made for emphasis, three areas of emphasis, were you speaking specifically of elementary education, secondary, higher, adult, or are the three recommendations you make applicable to all levels of education?

Ms. FRIEDER. They are applicable to all. I would hope that we do give consideration to the elementary and secondary levels. I think the tendency has been to emphasize at the college level, and I think the attitudes begin really in the home and I would like to see it begin in the elementary school.

Mrs. Mink. Thank you very much for your testimony.

I appreciate very much your taking the time to present the views of the Council

Our next witness is Ellen Morgan, Coordinator of the Task Force on University Compliance, National Organization for Women.

We welcome you to the committee. We have your statement, which will be inserted in the record in full.

You may proceed any way you wish. [The prepared statement follows:] STATEMENT OF ELLEN MORGAN, COORDINATOR, TASK FORCE ON UNIVERSITY

COMPLIANCE, PRINCETON, N.J. Thank you for the opportunity to testify for the National Organization for Women concerning the Women's Educational Equity Act of 1973. My name is Ellen Morgan. I attended primary and secondary schools in the United States and have earned bachelor's, master's, and doctoral degrees in U.S. universities; thus it seems fair to say I have sampled a reasonably large chunk of the U.S. educational system. And I think it is important to say that it is the experiences I have had in that system, as a female student and as a female faculty member, which, together with a strong commitment to the academic ideal, hare motivated me to publish several articles on equal educational opportunity for women and on women in my field, literature, and to serve as coordinator of NOW's national Task Force on University Compliance. My testimony today will report on some of NOW's thinking and activities in pursuit of equal opportunity for girls and women at the various levels of education, and in some specialized areas, such as athletics, continuing education, and women's studies.

Let me begin with the activities of our national Task Force on Elementary and Secondary Education Discrimination, headed by Ms. Anne Grant, 617 49th Street, Brooklyn, New York 11220. As Ms. Grant can attest, NOW is one of the organizations currently documenting elementary and secondary school sex discrimination at the local level. Many of our over 500 chapters are studying the problems of prejudice in early education, children's television, toys, textbooks, and audio-visuals. They are developing non-discriminatory models for athletic programs, vocational training, and courses in shop, home economics, history, and

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Now also has a National Committee to Promote Woman's Studies, chaired by Ms. Sarah Slavin Schramm. 8715 Bridgeport Avenue, St. Louis, Mo. 63144. The Committee, in recognition of the appropriateness of Woman's Studies to NOW's goals, is an appendage to the national Task Force on Elementars and Secondary Education Discrimination, and maintains liaison with the Task Force on l'niversity Compliance. It was established to belp interested people in setting up woman's studies courses. Some of its objectires are to help to put woman's accomplishments into proper perspective and to disseminate valuable, and heretofore ignored, information and resources on women. The Committee will soon publish a resource booklet entitled “Do It Yourself Woman's Studies," which will list resources by field.

As I am an educator interested in curriculum reform, and was, until within the past year, still a student, let me try to convince Tou of the absolutely critical need for funding women's studies and personnel retraining. Maybe I can give you a little of the flavor of wbat is happening in our educational system, and shadow in what needs to be done to improre it.

During all these years while I have been in school and college, I saw no women in our history textbooks except a few suffragists described as "suffragettes" in perhaps a paragraph or so. and made to seem ridiculous and unwomanly, and it has been hard not to conclude that women hare not contributed much to civilization. I did not realize that history as we know it is not at all what it purports to be-a reasonable record of the known activities of the human race—but rather, a record of what historians hare so far thought it important to mention—the wars, conquests, and technological developments that were the business of a powerful and privileged, but not necessarily more gifted or more worthy, few, virtually all, like the historians themselves, male.

No one talked about the fact that women, subject not only to uncontrolled and often dangerous childbearing, but more importantly to oppressive legal, economic, educational, and other disadvantages, were not permitted to engage in these activities. Nor did anyone talk about the many activities in which women and other powerless people a majority of humankind-did engage, and the achievements they managed to accomplish despite enormous handicaps. We were deprived of our heroines, and only now (as in the aforementioned documentary on our formothers) are we beginning to reclaim them, and with them the models of ex. cellence and courage and large-hearted humanity they offer us all, women and men alike. It is imperative, before any more damage is done to women's selfesteem, and before any more contempt is substituted for the truth, that new, more objective texts be written, new research done and communicated to the public, and that funds be provided to make this work possible.

Our college psychology and sociology textbooks were full of sex-role stereotypes which insulted and shamed my sister-students and me. According to these disciplines, a female was not "normal" unless she was passive, narcissistic, masochis. tic, and found complete fulfillment in playing a subordinate role within the confines of her husband's home. How many bors would go on to become doctors, lawyers, etc., if we told them it was unmasculine to achiere or to participate actively in the world outside the home? How many would find it easy to respect themselves if we told them that by nature they were characterized by traits which our society despises—like timidity, dependence, etc.? I heard in my classes nothing about conditioning, or about the characteristics which all people who are under the control of other people-slaves, courtiers, lower-ranking soldiers, women-adopt in order to survive. I heard nothing about how people, if kept down long enough, are deeply affected by society's estimate of their capabilities and its narrow expectations of them, and consequently have low levels of selfesteem and self-confidence, and aspirations which are incongruous with their true potentials. It is imperative that a new psychology and sociology af women be developed and taught before any more hurt is done, any more wounds inflicted. And money is needed to support the research and its dissemination.

Art courses dealt with works by men, conreying the message that women weren't capable of being great and creative artists, and contributing, by showing the male artist's perspective only, to the stereotyping of women as functions of male fantasies. The fact that women have excelled in all the art forms permitted them was completely bypassed. We did not learn that women were rarely allowed to be apprentices in the great studios, where their male counterparts received their training, or to draw from live models, as their brother artists did. Nor did we learn that, for all that women's art, like their lives, was tied to the serving of their families' needs, the tapestries, lace, and numerous other things they made for use in their homes were not one whit less beautiful or valuable in terms of skill than the statues and paintings which their brothers made for display in museums and public squares. Nor did we hear how the woman artist who did create statues or paintings was, and is still today, criticized according to pejorative sex stereotypes and rarely able to convince museums and public officials to display her work.

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the past year or so. And then let me ask you to consider for a moment a wise thing Nietzsche (who said a number of decidely unkind things about women) once said about education : "Better know nothing than half-know many things." It seems to me that it is no exaggeration to say that our whole educational system, as it exists today, from early childhood through graduate levels, and from the playing field to the counselor's office to the classroom and its texts and tests, teaches both women and men to half-know, to know only the male half of the story, and thus dangerously and hurtfully distorts our perceptions and renders women less able to approach the potentials within themselves and to share with men the burden and preciousness of our common humanity and our problematic society. It is overwhelmingly obvious that what we need is acrossthe-board and deep-through-the-heart reform, and that to make possible educational equity for women, we must fully support and fund the work which lies ahead.

Now let me address myself to the question why the federal government should fund this effort.

As I have mentioned, there are a few studies which have been done for which adequate funding was obtained, studies which therefore have been as intensive and painstaking as is desirable. Besides the documentary of which I have spoken, there is a study of a kind of which we need many more, a study of the treatment of women in high school textbooks, entitled "You Won't Do": What Textbooks on U.S. Government Teach High School Girls. Done by Dr. Jennifer S. Macleod and Ms. Sandra T. Silverman under a grant from the Eagleton Institute of Politics, it will be published this fall by KNOW, Inc., in Pittsburgh. But other similarly important studies, when it has been possible to conduct them at all due to lack of funding, have taken far longer than they should have and/or have been less thorough than desirable. Lack of funds has meant lack of facilities, and the necessary reliance on totally volunteer labor. Most studies done under such conditions have not received the wide publication that the importance of their content deserves, partly again for lack of funds, but also because access is frequently blocked to the scholarly journals and other media ; almost all of these are under the editorial control of people who do not recognize the significance of the subject matter, or who are critical of the lack of scholarly thoroughness that was the result of lack of financial support. Some very good studies have been published only in very abbreviated form, in periodicals that have very limited circulation; others are available, often only in mimeographed form, from the authors themselves. Examples of studies in these categories are: Frisof, Jamie Kelem, “Textbooks and Channeling," a study of five social studies

textbooks, published in abbreviated form in Women: A Journal of Liberation,

Fall 1969. Committee to Study Sex Discrimination in the Kalamazoo Public Schools,

“Report of the Task Force on Elementary School Textbooks," "Report of the Task Force on Personnel," "Report of the Task Force on Physical Education/ Athletics." "Report of the Task Force on Vocational Education," "Report of the Task Force on Student Oriented Concerns," "Report of the Task Force on

Selected Subjects,” published privately and available only by mail. Women on Words & Images, Dick and June as l'ictims: Sex Stereotyping in

Children's Readers, published privately and available only by mail from the authors; this study has been widely acclaimed, but at no time was funding

forthcoming. Schmidt, Earl Robert, and Dolores Barracano Schmidt, "An Analysis, Quantita

tive and Qualitative, of 29 Textbooks Designed for College Survey Courses in

American History," an informal, unpublished paper. Committee to Eliminate Sexual Discrimination in the (Ann Arbor) Public

Schools, Let them Aspire-a Plea and Proposal for Equality of Opportunity for Males and Females in the Ann Arbor Public Schools, a detailed analysis of sexism in schools, available only in mimeographed form and by mail.

It should be clear, then, that when nobody funds this work, the work suffers in terms of distribution and/or quality. And numerous important studies remain in proposal form only, due to the inability of their designers to obtain fund. ing. Inventive projects such as one being conducted by the Women's Rights Task Force on Education in New Jersey (under Ms. Jean Ambrose, 549 Lenox Avenue. Westfield, New Jersey 07090) are unable to expand and be publicized to the extent they deserve and need to be. This Task Force is setting up a directory of women in non-sex-stereotyped occupations, women who are willing to visit high schools and talk about their work. women whom students may call to discuss the prospects of women in that field, and even visit at their place of work. But what about funding from the foundations and other such grant-making bodies, you may ask. Over and over again, these institutions have been approached, and repeatedly they have declined to fund our studies, giving reasons along the lines of the following: "We don't have any department into which this study fits; we don't have any category of funds for this, since it does not relate to minorities; studies such as this must be approved by the department head, or the head of the institute, and he doesn't think the subject matter is important or suitable for study." Here are descriptions of several studies not being conducted, because of inability to obtain the necessary funding: A $15,000 research study of the effects of the "generic” use of masculine terms

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We urge each of the honorable members of this subcommittee to support the Women's Educational Equity Act. For our part, we guarantee you willing, knowledgeable people who, with Federal funding and support, will do everything in their power to end our country's 200-year history of inadequacy in educating the female half of its people.

[The letter referred to follows:]

OCTOBER 10, 1971. Hon. SIDNEY P. MARLAND, Jr., U.S. Commissioner of Education, Office of Education, Department of Health, Education, and Welfare, Washington, D.C.

DEAR COMMISSIONER MARLAND: The National Organization for Women is grateful for the chance to have met with you, and for your statement that the Office of Education should participate as a leader in the area of equal educational and employment opportunity for women, in the light of your Office's obvious and special responsibility to women in society.

On December 13, 1969, President Nixon's Task Force on Women's Rights and Repsonsibilities released its report, which alleged :

Discrimination in education is one of the most damaging injustices women suffer. It denies them equal education and equal employment oportunity, contributing to a second class self image ...

Section 402 of Title VII, passed in 1964, required the Commissioner of Education to conduct a survey of the extent of discrimination because of race, religion, color, or national origin. Title IV should be amended to require a similar survey of discrimination because of sex, not only in practices with respect to students but also in employment of faculty and administration members.

Under its enabling legislation, however, the National Center for Educational Statistics can conduct such a survey without Title IV's being amended.

It is NOW's contention that equal educational opportunity cannot be assured to all Americans until both the extent and nature of sex discrimination on every level of education are clearly documented. To deprive equal education to women is to deprive half of every minority. Only the Office of Education has the power and capability to accomplish this momentous task. Therefore NOW requests from the Office of Education a commitment consistent with its posture on equal opportunity for women that the recomendation of the President's Task Force will be honored.

The President's Task Force had a further recommendation for the Office of Education; I quote in part:

As a result of the testimony of numerous witnesses, which provided convincing evidence of discrimination against women as students and as faculty and which included many specific suggestions for governmental leadership action, the Task Force concluded that the Office of Education should have a women's unit, whose director would report to the Commissioner, to give leadership to public and private efforts to eliminate discrimination in education.

The Report, a copy of which I include, contains many specific suggestions for the functions of the unit.

NOW feels that the present women's unit established in the Office of Education does not fulfill the terms of this recommendation, as it is concerned not with women's educational rights, but with their employment rights only within the Office of Education. As such, it is simply the Office of Education's implementation of its required affirmative action program.

NOW, however, is concerned with the power of the Office of Education to assure the women of America the right to equal educational opportunity for their tax dollar, from their first day in school, to the awarding of the doctorate.

Since it is newly within the province of the Commissioner of Education to appoint such advisory committees as he deems necessary without having to wait for Congressional authorization, NOW feels that the recommendation of the President's Task Force can best be served by the preliminary and surely minimal step of the Commissioner's appointing a public advisory committee on Educational Opportunity for Women on the same basis as the public advisory committees he now has for racial and ethnic groups, minorities. It's first task should be to draw up a plan for the establishment of the women's unit described by the Task Force.

Page 23

AVEZICAS PEZSOSSEL AND GUIDANCE ASSOCIATION SENATE RESOLUTIONS FOB 1972 ASD 1973 REGARDING WOMEN'S CONCERNS

APGA SESATEMY ABC: 26-29, 1972 Strong rocational interest blanks

Whereas, the Strong Vocational Interest Blanks (SVIB) provide different occupational scores for men and women: that is, women cannot be scored on occupations like Certified Pubiic Accountant, purchasing agent, public administrator, and men cannot be scored on occupations such as medical technologist, recreation leader, physical education teacher; and

Whereas, when the same person takes both forms of the SVIB, the profiles turn out differently: for example, one woman scored high as a dental assistant, physical therapist, occupational therapist on the woman's profile, and physician, phychiatrist, and psychologist on the man's form; and

Whereas, the SVIB manual states “Many young women do not appear to nave strong occupational interests, and they may score high only in certain 'Pre-marital' occupations; elementary schoolteacher, office worker, stenographer-secretary. Such a finding is disappointing to many college women, since they are likely to consider themselves career-oriented. In such cases, the selection of an area of training or an occupation should probably be based upon practical considerations, fields providing backgrounds that might be helpful to a wife and mother, occupations that can be pursued part time, are easily resumed after periods of nonemployment, and are readily available in different locales." (Campbell, revised, p. 13, 1966); therefore, be it

Resolved, That APGA commission duty authorized members to petition and negotiate with the SVIB publishers to revise their instruments, manuals and norm groups so as to eliminate discrimination; and be it further

Resolved, That this duly authorized commission develop with the test publishers an explanatory paper to circulate among all purchasers of SVIB materials including answer sheets a statement which outlines the possible limitations inherent in the currrent SVIB with suggestions for ways to minimize the harm; and be it further

Resolved, That the commission in cooperation with the test publisher set a deadline for the new forms to be published and distributed. American personnel and guidance association commission on women

Whereas, there is clear and undeniable evidence that girls and women suffer from personal and institutional discrimination, that they are, by sociological definition, and oppressed minority; that they are denied equality in educational opportunities, occupations, advancement, salary, prestige, and representation in decision and policy making areas; and

Whereas, concern for the welfare of all human beings is an integral part of counseling and guidance; and

Whereas, the American Personnel and Guidance Association is the major professional organization in counseling and guidance; therefore, be it

Resolved, That APGA support all efforts to seek, as a minimum, full and uniform compliance with Executive Order 11246 as amended by Order 11375, which prohibits discrimination on the basis of sex by any agency holding Federal contracts; and be it further

Resolved, That APGA establish and fund as a regular part of the budget, a permanent Commission on Women, composed of a majority of women, including at least one representative of the Women's Caucus of APGA and one from the Women's Commission of any APGA division which has established such a commission, i.e. ACES and NVGA (Commission on the Occupational Status of Women); and be it further

Resolved, that the initial year be budgeted up to $2,500.00; and be it further

Resolved, That the Commission be charged with: (a) investigating and reporting the status of women in the American Personnel and Guidance Association; (b) formulating recommendations for further action based on findings; and (c) contributing to the leadership and development of affirmative action programs within the American Personnel and Guidance Association and its Divisions and State Branches.

Page 24

In this comparatively new role, women have to meet many challenges. First, a woman must have a message. Second, a woman must have a reason for wanting to enter the political world. The same factors make for success in the political sphere as in other occupations : Determination, education, perseverance, timing, and a little bit of luck. Most of all, however, preparation is needed.

Counselors can play a vital role in encouraging girls to consider a career in politics, as well as in other occupations not presently attracting female participation.

Another presentation was the preliminary report by Grace Bingham, a learning disabilities specialist from New Jersey, and myself, of data gathered at a workshop sponsored by the National Vocational Guidance Association Commission in March 1972. At this workshop, elementary teachers and administrators met with Commission members to discuss ways information about the development of occupational stereotypes in elementary school children could be collected.

In May, the group reassembled and the teachers brought back the data they had gathered. There was a clear indication that sex-biased preferences exist as early as the kindergarten to grade 2 levels. Even at that age, girls are thinking of themselves as future teachers, nurses, and housewives.

This workshop cost $500 and is one example of what careful planning and cooperation among various groups of educators can accomplish. Much data were generated from a sample of over 300 urban and suburban racially mixed children.

A more comprehensive research proposal outlined by the keynote speaker was funded by the vocational division of the New Jersey State Department of Education. This research project has already generated three doctoral dissertations. The participants examined their own occupational stereotypes. We believe this has had a direct impact on their approach to the occupational role of girls and women.

H.R. 208 would make it possible for workshops such as this to be conducted on a national basis.

At a time when Federal and State legislation is paving the road with new options for women in the labor force, many women do not have the consciousness, predilection, or self-confidence to even consider new possibilities. While an increasing number of women are entering the Tabor force, they are often overcrowding traditional women's fields in nursing or teaching.

Women who want to enter new realms of the economy, a euphemistic way of saving "men's work,” are severely handicapped by doubts as to whether they could be, or even want to be, successful.

Some of the problems which handicap women as they strive to move into nontraditional roles, are lack of training, resistance from family, conflict of values, and geographic immobility:

The most disturbing of these handicaps is that many of them are emotional problems of women, such as lack of motivation, fear of failure, and lack of confidence. What is even more disturbing is that this self-defeating behavior is developed in girls at a young age.

Our research suggests that by kindergarten, girls are beginning to view themselves in terms of sexually stereotyped occupations with limited vocational aspirations. At the other end of the spectrum are bored and frustrated housewives who, once their children are raised and are independent individuals, are at a loss for meaning in their lives.

Page 25

V: C-

51 at 3. I. Liris generally, in ter:-)

Dr. LSI see. I world pfer not to al 57-ritatis retters of Infomation. I susISIKITISerre.

Mr. Viss. I: Torreth tre herbership of your patise on. atostentat as you are stated, Dr. Levis. lat tre mestare been as Laring to shoulder tie etints of SIMste nated since early education: where do youpsettet sier at particular area of education.ortaasreiro de sister?

Can you ar that it is the terms or is it the teacher? Ilhere is the real rooi our pren!

Dr. Lewis. I rrot pirmwirt it on any of those things. I believe the testions contribite great s to this. I think the attities are a major part of it. I am not as optimistic as some of the testitiers this morning on changing attitusies.

The research on conversion of attitudes does not sar that is an easy task. I think attitudes are a strong part of this. I think parental influence is an important part.

If I 1.25 personalize. I said to Topsy coming in todar that I was in the ninth grade before I had a maie teacher. Vroun derelopmentthere was a period in our history when we went in the other direction. When I decided to leare engineering to become an educator, my father was a railroad engineer. and he took a sad view of my going into that feminine profession.

These attitudes are pretty comples. In the school, I think it is curriculum, built-in attitudes on the part of educators and counselors themselves and previous experience of those being educatedi.

It will be a massive etfort. The bill is starting in the right direction, but it has a long way to go.

Mrs. Mink. Thank you very much.

Both of you have been rery helpful in the testimony you have presented, and I thank you very much for participating this morning.

Dr. Lewis. Thank you. Mrs. Vixk. Our last witness is Jennifer Ryan, representing National Student Lobby.

We have your statement which will be inserted in full in the record, together with the tables which you have supplied the committee.

If you will, proceed in any manner you wish. [The prepared statement and tables follow:] STATEMENT OF JENNIFER RYAN, REPRESENTING THE NATIONAL STUDENT LOBBY

My name is Jennifer Ryan. I am here today representing the National Student Lobhy. NSL is composed of colleges and universities a round the country. We represent over 1.5 million students. I thank you for the opportunity to appear before this Subcommittee.

The National Student Lobbs strongly supports Representative Mink's Women's Educational Equity Act (HR 208). We believe it has the potential to cause great strides to be taken towards an equitable society where women as well as men can fully participate in every institution.

In the last weeks I have carefully studied a number of programs both on and off campuses whose purpose is to improve the position of American women and girls. My findings revealed that although the quantity of such programs is frightfully low some very unusual innovative and productive programs have been developed. I feel that with these programs already in existence as models, HR 208 should be used to increase their number and expand their scope.

Page 26

The difference of forty-nine percentage points between boys and girls among those who took four years of mathematics is striking, and statistically significant at the .001 level. r'=19.942 with two degrees of freedom.

STATEMENT OF JENNIFER RYAN, REPRESENTING THE NATIONAL

STUDENT LOBBY, WASHINGTON, D.C. Ms. Ryan. I think I will just summarize the major points.

I am here today representing the National Student Lobby. The Student Lobby is a federation of student governments, State student organizations, as well as students around the country. Student Lobby represents 1.5 million students.

NSL has taken a strong position supporting the Women's Educational Equity Act. We believe it has potential to cause great strides to be taken toward an equitable society where women as well as men can fully participate in every institution.

In recent weeks I have studied many programs on campuses as well as off campuses which have the purpose of improving the lot of American women and girls. Although there are only very few programs actually in existence, some of the programs have developed very unusual and innovative programs.

I feel these can be used as models for some of the things that H.R. 208 intends to do, and that by increasing the number of programs and expanding the scope of those already in existence we can take great strides in eliminating some of the sex discrimination that exists.

I would like to focus on four areas. These are: female studies, textbooks and educational materials, continuing education and counseling. I hope I can present the student perspective on some of these areas.

Over the last few years, I think most people know that there has been a phenomenon occurring on campuses known as women's or female studies programs. The programs have a wide variety. Some are general or interdisciplinary; others are very specific.

For example, there are general courses such as "Women in Sociology" or "Women in Society," but specific courses like, at the University of California, a course called "Linguistic Behavior of Male and Female."

By the end of the last academic year, over 900 courses on women's studies have been created on college campuses.

Two dozen approximately cohesive programs have been developed, a program being any kind of coordinated effort among the various courses.

Although these programs and courses only represent a start, they have enjoyed impressive success where they have been developed. They have touched on non-traditional subjects; some have drawn students in the hundreds. Most people who have taken women's studies courses come away with a feeling of raised consciousness to the problems faced by both women and men as a result of a sex-roled society.

Clearly these types of courses can offer people the opportunity to overcome sex biases. They are almost non-existent, however, on elementary and secondary campuses.

In recent years elementary and secondary schools have moved away from the trends of former years of offering only general-type courses and have come to offer more specific college-type courses. Therefore, I feel it is wholly appropriate that high schools institute courses such as "History of American Women" or Women in Literature," courses like that.

Which statement most accurately represents the concept of globalization?

Which statement most accurately represents the relationship between theory and research quizlet?

Which of the following terms do scholars use to refer to the environmental settings in which development takes place quizlet?

Which of the following characterizes parent adolescent relationships in American majority culture?