ABSTRACT
Historically, from early grade school experiences to graduate school, education in the United States has been different for men and for women, even though such educators as Willard in the early 1800s argued against discriminatory practices (Willard, 1814). Today, gender continues to dramatically shape educational experiences for workforce preparation in the United States. This single human trait influences current and future economic and social benefits realized for boys and girls and women and men. Vocational and career education and training have a major role to play in redirecting social expectations surrounding gender, schooling, and employment. More than a decade ago, Copa (1992) pointed out that it is the domain of vocational education to deal with the discrepancies between the individual, the workplace, the family, and desired conditions in vocational life. Such beliefs follow in the footsteps of Dewey who hoped that vocational education would alter existing industrial and business systems to enhance the empowerment of individual workers (Simon, 1982). This goal with specific respect to increasing gender equity has been addressed in varied legislative, programmatic, and research efforts. This chapter provides a lens to examine the lack of comprehensive progress made in the United States despite the legislative requirements and sparse benefits from vocational gender equity initiatives that have occurred for a limited number of individuals and groups. Strategies for future initiatives to improve the status quo are given.
