A Model Program for Sex Equity in Vocational Education. Final Report from July 1, 1983 to August 31, 1984.

Autor/inn/en	Bromley, Ann; und weitere
Institution	Santa Fe Community Coll., Gainesville, FL.
Titel	A Model Program for Sex Equity in Vocational Education. Final Report from July 1, 1983 to August 31, 1984.
Quelle	(1984), (114 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Career Counseling; Career Education; Career Guidance; Curriculum Development; Demonstration Programs; Displaced Homemakers; Economically Disadvantaged; Elementary Secondary Education; Employment Services; Females; Job Placement; Minority Groups; Nontraditional Occupations; Nontraditional Students; Postsecondary Education; Program Development; Program Implementation; Sex Discrimination; Sex Fairness; Sex Stereotypes; Student Recruitment; Two Year Colleges; Vocational Education; Womens Education + Suchen Sie Ihr Suchwort? Arbeitslehre; Berufsorientierung; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Employment service; Arbeitsvermittlung; Weibliches Geschlecht; Employment services; Ethnische Minderheit; Non-traditional occupations; Alternatives Berufsfeld; Post-secondary education; Tertiäre Bildung; Programmplanung; Sex; Discrimination; Geschlecht; Diskriminierung; Sexualaufklärung; Ausbildung; Berufsbildung; 'Women''s education'; Frauenbildung
Abstract	The Sex Equity Program at Santa Fe Community College continued to foster innovative approaches to overcoming sex-role stereotyping and discrimination in vocational education, training, and employment. It focused on four major areas: awareness/recruitment; education of students and staff at the college; support/job placement for enrolled nontraditional students, graduates, and dropouts; and short-term technical training programs. In 1983-84, over 1,350 persons were directly served through workshops, presentations, counseling, employability skills assistance, job placement and support, courses, and the short-term training program. Workshops and presentations on sex-role stereotyping and nontraditional career options were offered to elementary and middle schools for the first time. Increased access for displaced homemakers, minorities, and the economically disadvantaged was provided by cooperative relations developed with the Displaced Homemakers Program, housing project social workers, Job Corps, and the Community Action Agency. A "Directory of Non-traditional Women Workers in Alachua and Bradford Counties" was compiled as a resource to career options. A six-week intensive training program was developed and implemented to prepare students for a career as Fire Extinguisher Maintenance Specialist, the first of its kind in the nation. Appendixes include correspondence, articles, a brochure, and "Directory of Non-traditional Women Workers." (YLB)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC