Women are taught from a very early age that their major role to be played in society is that of wife and mother. This lesson appears to be reinforced throughout a girl's life, especially if she is educated in coeducational institutions. In such sexually mixed institutions, girls are not only in competition for men, but they are in competition with…

Although America has almost achieved the goal of equality of educational opportunity for women, it is questionable whether the pathways to personal fulfillment are the same for women as for men. A synthesis of the findings of 4 major research projects, all of which involve national samples, reveal some interesting differences between the…

Paper presented at Annual Meeting of the National Association for Gifted Children (17th, New Orleans, Louisiana, November, 1969). (RD)

This is a collection of articles from the 1962-70 DGWS Track and Field Guides and from National Institute Proceedings on the subject of girl's track and field activity. Included among the selections are articles on teaching outlines for track and field; distance running for girls and women; athletic injuries; hurdling for girls and women; adaption…

Notes that rhetoric can be translated into action only by individual nations. In the United States the year of the woman has generated pressure for change at many crucial points on the state and national level, and even for accomodations within many homes. (Author/AM)

The paradox of G. Stanley Hall seems to be his stance against coeducation simultaneous with his role as an educator of women. His theories must be considered in the context of the prevailing attitudes of the early 20th century toward the issue of sex differences. Hall was consistent in translating his theories into practice. (Author/VM)

Study findings suggest that behavior is more a function of the psychosocial and situational demands of current circumstances than it is of the past. (NH)

Shift-share analysis is used to assess the extent to which women have moved into male-dominated fields between 1966 and 1976. The net increase of women in traditional male areas was greater than the increase in either sex neutral or traditional female areas. (Author/DWH)

Women in four high-status, male-dominated professions-architecture, law, medicine, and psychology-are described in terms of a variety of historical, social, and career variables. (Author)

Talented women were defined as college freshmen or sophomores having at least three years of high school mathematics and a mathematics ACT score of 27 or higher. The proposition that math anxiety would result in math avoidance when these talented women entered college was studied. The conclusion was that these talented women are generally not…

The main objective of this conference, which was sponsored by 18 women's colleges, was to explore the educational validity of women's colleges in the context of the following factors: (1) implications of research findings on differences in traits between the sexes as they affect the education of women; (2) present and projected roles for women;…

Examines the differences between females and males in academic motivation and concludes that previous attitudes toward achievement may be changing. (SB)

This paper is based on a survey that looks at destinations of females after they reach statutory school leaving age. It examines interview data with young women in and out of employment, at school or at college. It also looks briefly at the lack of explanatory models to understand the young women's situation. (Author/SSH)