ABSTRACT

Educational inequities based on sex, race, and disability are deeply rooted in national tradition and practices. Discrimination based on sex and race became institutionalized as the law, business, religion, and government combined to enforce societal inequities through a series of rules and restrictions that effectively limited women's access to educational and employment opportunities. High school students should be able to make predictions concerning the economic future of white women, women of color, and women with disabilities. Activities for both female and male students should involve awareness, consideration of solutions, and development of strategies to reduce the limiting effect of social and occupational stereotyping. The report acknowledged the large gains in female employment and the increase in the number of females in traditionally male occupations. The report, however, emphasized that women are still largely limited to sex-segregated occupations such as secretaries, registered nurses, and bookkeepers and specifically cites discrimination and institutional barriers in their education, training, and employment as the cause.