Recent federal legislative and executive actions on non-discriminatory processes in employment and promotion will have implications in the future for the hiring, certification, and admission of individuals into the teaching profession. Procedures for entry into teaching are in need of revision to assure that all applicants are treated in an…

The Office of Civil Rights is faced with a myriad of problems concerning discrimination on college campuses. The problems range from cases concerning racial discrimination to sex discrimination in both student body and faculty makeup. Therefore, a series of affirmative action plans have been stipulated for those colleges and universities who are…

This paper was designed to aid organizations seeking to eliminate sex discrimination in the public schools. Major emphasis was placed on the need for studies of sex discrimination. Six areas of investigation should include: 1) one sex schools; 2) one sex or practically one sex courses in co-ed schools; 3) physical education, sports and other extra…

The Center for the Continuing Education of Women at the University of California-Berkeley represents a workable approach for getting women back into the mainstream of higher education as well as into the jobs they want. (Author)

True equality for professional women in vocational education (or any other profession) can take place only when the self-concepts of professional males are modified with respect to their relationships with professional women. (Author)

More comments on the regulations covering equal treatment of the sexes under Title IX of the Education Amendments of 1972. (Author)

This report by the Illinois Commission on the Status of Women studied such subjects as employment practices and policies; Illinois labor laws; the family and the employed woman; nondiscriminatory education; and expanded programs to help women as wives, mothers and workers. Its recommendations briefly include: (1) Illinois ratification of the Equal…

Provisions of Title IX of the Education Amendments of 1972 apply differently to various types of institutions; described here are exceptions written into the act. (Author/PG)

A journeywoman machinist and civilian employee at Robbins Air Force Base in Georgia (the first woman to complete a machinist apprenticeship program run by the Air Force), says that it is not unattractive work for a woman. (Author/AJ)

Two trainers offer radically different views on the validity of women-only seminars in the training of women for management. Ms. Stengels objects to the further segregation of women from "the party with the most power." Ms. Roberts emphasizes the development of awareness and confidence possible in a risk-free atmosphere. (AJ)

Vocational educators can take the initiative in improving opportunities for women in the world of work and in education by developing and implementing affirmative action programs and encouraging consciousness-raising activities. (Author/MW)

This speech emphasizes a relatively new and important function of the university-equalizing educational opportunity. The need for education and its potential as human capital are examined in light of the rapid educational advancement. Universities must face this advancement and meet the needs of society. A review of Negro development reaffirms the…

Describes the experiences and reactions of one female doctoral student/part time college teacher who encountered sex discrimination on campus, examining how she participated in a national campaign to end discrimination in education which led ultimately to the passage of Title IX of the Education Amendments of 1972. (SM)

Educational factors which must change if jobs opportunities for women are to equal those for men are the traditional exclusion of girls from a wider scope of vocational courses, cultural pressures and assumptions, and counseling and administrative policies and circumstances. (JH)