Equity from a Vocational Education Research Perspective. Research and Development Series No. 214E.

Autor/in	Eliason, Nancy Carol
Institution	Ohio State Univ., Columbus. National Center for Research in Vocational Education.
Titel	Equity from a Vocational Education Research Perspective. Research and Development Series No. 214E.
Quelle	(1981), (21 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Stellungnahme; Access to Education; Demonstration Programs; Educational Opportunities; Educational Research; Equal Education; Equal Opportunities (Jobs); Females; Nontraditional Occupations; Nontraditional Students; Postsecondary Education; Reentry Students; Sex Discrimination; Vocational Education; Womens Education + Suchen Sie Ihr Suchwort? Education; Access; Bildung; Zugang; Bildungszugang; Bildungsangebot; Bildungschance; Bildungsforschung; Pädagogische Forschung; Equal opportunity; Equal opportunities; Job; Jobs; Chancengleichheit; Beruf; Weibliches Geschlecht; Non-traditional occupations; Alternatives Berufsfeld; Post-secondary education; Tertiäre Bildung; Zweiter Bildungsweg; Sex; Discrimination; Geschlecht; Diskriminierung; Ausbildung; Berufsbildung; 'Women''s education'; Frauenbildung
Abstract	Female participation continues to increase in postsecondary vocational education and the labor market. This growth has paralleled increased funding under the Vocational Education Amendments of 1976 for sex-equity related research and demonstration activities. Funding has not, however, kept pace with needs of institutions trying to ensure equal access to all students. Administrators must assess the financial success of sex equity programs. Institutional policy developers should reassess policies to ensure access to equity in vocational education. Hidden barriers for adult women in institutional admission practices include less financial assistance and college catalogs designed to perpetuate sex stereotyping. Reentry women have different problems than typical students do--conflict between traditional and nontraditional roles, lack of confidence in abilities--for which they require support systems. Career counselors for these women must overcome personal biases concerning womens' role in careers. Other barriers to entering nontraditional occupational training are sexual harassment, family pressures and adjustments, self-image, and parental influence. A plan for developing a program for dealing with female vocational needs should include a community-based advisory committee, workable timetable, 12 month funding, staff selection and training, outreach recruitment, selection of counseling models, financial aid options, public relations campaign, ongoing evaluation, and research component. (YLB)
Anmerkungen	The National Center for Research in Vocational Education, National Center Publications, Box F, 1960 Kenny Rd., Columbus, OH 43210 (RD214E, $2.35; set of 17 papers, RD214, $30.00; Equity in Vocational Education, RD213, $5.50. Quantity discounts available).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01