Assessing the Status of Women Students and Employees in Vocational Education in California. Project PASSEVE.

Autor/inn/en	Graesser, Cheryl C.; Rose, Clare
Titel	Assessing the Status of Women Students and Employees in Vocational Education in California. Project PASSEVE.
Quelle	(1982), (12 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Administrator Attitudes; Affirmative Action; Community Colleges; Counselor Attitudes; Employed Women; Enrollment; Equal Opportunities (Jobs); Federal Aid; Females; Financial Support; High School Students; Nontraditional Occupations; Postsecondary Education; Principals; School Districts; Sex Fairness; State Aid; Student Attitudes; Surveys; Teacher Attitudes; Vocational Education; California + Suchen Sie Ihr Suchwort? Community college; Community College; 'Female employment; Women''s employment'; Frauenbeschäftigung; Einschulung; Equal opportunity; Equal opportunities; Job; Jobs; Chancengleichheit; Beruf; Weibliches Geschlecht; Finanzielle Förderung; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Non-traditional occupations; Alternatives Berufsfeld; Post-secondary education; Tertiäre Bildung; Principal; Schulleiter; School district; Schulbezirk; Sexualaufklärung; Schülerverhalten; Survey; Umfrage; Befragung; Lehrerverhalten; Ausbildung; Berufsbildung; Kalifornien
Abstract	The Project to Assess the Status of Women Students and Employees in Vocational Education assessed number and distribution of women students and employees in vocational programs, their perceptions of equal access, and extent of efforts to address sex equity. Its main activity was a survey of 3,609 vocational students, 455 faculty, 126 counselors, and 61 principals from 42 secondary districts and 9 regional occupational centers/programs (ROC/Ps). An 85-item survey assessed attitudes toward sex equity and satisfaction with district efforts to achieve sex equity. Major findings were that (1) although respondents felt males were less well accepted in traditionally female classes than the reverse, 1978-79 enrollment figures indicated more males enrolled in traditionally female classes than the reverse; (2) students, faculty, and counselors had less positive perceptions about sex equity efforts than did vocational administrators; (3) employers were perceived as more reluctant to hire a female than a male in a nontraditional job; (4) more ROC/Ps had sex balanced employee counts, while more secondary districts had balanced enrollments; (5) while guidance and counseling activities were the most frequently mentioned means of achieving sex equity, vocational counselors were less positive; and (6) most secondary districts supported sex equity activities with state or local funds, while most community college districts used federal Vocational Education Act funds. (YLB)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC