DOCUMENT RESUME

ED 195 823 CE 027 564

AUTHOR Knight, James A.; And OthersTITLE Developing a Model for Recruitment, Retention, and

Placement of Female Students in Secondary VocationalEducation Programs Which Rave Traditionally Seen forMales. October 1, 1979-June 30, 1980.

INSTITUTION Ohio State Univ., Columbus. Agricultural CurriculumMaterials Service.

SPONS AGENCY Ohio State Dept. of Education, Columbus. Div. ofVocational Education.

PUB DATE 80NOTE 27p.

EDFS PRICE MF01/PCO2 Plus Postage.DESCRIPTORS Agricultural Education: Educational Research;

*Females: Interviews; Models: *NontraditionalOccupations; *School Holding Power; SecondaryEducation: Sex Discrimination; Sex Fairness; *StudentPlacement: *Student Recruitment: Trade and IndustrialEducation: *Vocational Education

ABSTRACTThe purpose of a research study was to develop a

trodel for recruitment, retention, and placement of female students insecondary vocational education programs which have traditionally beenfor vales. Ten specific secondary vocational education programs wereselected which had successfully recruited, retained, and placedfemale students in nontraditional programs of study. (Five were tradeand industrial and five were vocational agriculture programs.)On-site interviews were conducted with target groups representing allpersons integral in female student recruitment, retention, andplacement: students, teachers, parents, employers, administrators,and counselors. Conclusions based on interview responses included (1)

retention is improved when two or more nontraditional students areenrolled in a vocational program: (2) teacher attitude is critical toclass acceptance of students in nontraditional programs; (3) priorexperience in the field is a contributing factor to femaleenrollment: (4) role models are a significant factor in the successcf female students in nontraditional programs: (5) audio-visualinstructional, and orientation materials that include representationsof females are useful in female recruitment, retention, and placementin nontraditional programs: and (6) support sessions give visibilityto nontraditional students. (Interview formats and site descriptionsere appended.) (YLB)

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Developing a Model for Recruitment, Retention, andPlacement of Female Students in Secondary Vocational

Education Programs Which Have Traditionally Been for Males

Submitted to

The Office of Sex Equity, Division of Vocational EducationThe Ohio State Department of Education

Prepared by

James A. Knight, Assistant ProfessorDepartment of Agricultural Education

College of Agriculture and Home EconomicsThe Ohio State University

Columbus. Ohio 43210

U S DEPARTMENT OF HEALTH.EDUCATION & WELFARENATIONAL INSTITUTE OF

EDUCATION

THIS DOCUMENT HAS BEEN REPRO-DUCED EXACTLY AS RECEIVED FROMTHE PERSON OR ORGANIZATION ORIGIN-ATING IT POINTS OF VIEW OR OPINIONSSTATED DO NOT NECESSARILY REPRE-SENT OFFICIAL NATIONAL INSTITUTE OFEDUCATION POSITION OR POLICY

Jan Henderson/Ann RiesGraduate Research Associates

Department of Agricultural EducationThe Ohio State University

Columbus, Ohio 43210

For the Period

October 1, 1979 - June 30, 1980

Ohio Agricultural EducationCurriculum Materials Service

The Ohio State University

2

"PERMISSION TO REPRODUCE THISMATERIAL HAS BEEN GRANTED BY

Jattiesil_Knigkt-TO THE EDUCATIONAL RESOURCESINFORMATION CENTER (ERIC)."

STATE BOARD OF EDUCATION

Martha W. Wise, President, ElyriaRoy D. McKinley, Vice President, CoshoctonWilliam M. Judd, CincinnatiJohn R. Meckstroth, CincinnatiRobert A. Lyons, Sr., DaytonVirginia E. Jacobs, LimaWayne E. Shaffer, BryanWard M. Miller, PortsmouthRobert E. Williams, XeniaEverett L. Jung, M.D., HamiltonRichard C. Glowacki, ToledoWallace E. Blake, ZanesvilleDonald S. Ritter, MadisonRuth S. Schildhouse, Columbus,W/. Thaddeus Garrett, Jr., AkronMartha B. Agler, ColumbusSenjamin B. Lavin, CantonRobert W. Walker, AdenaThomas A. Kelty, PolandNancy L. Oliver, ClevelandGerald D. Kisner, ClevelandAnthony J. Russo, Mayfield VillageRobert W. Grosser, Strongsville

Franklin B. Walter, Superintendent of Public InstructionByrl R. Shoemaker, Executive Director - Division of Vopational EducationNancy S. Evans, Supervisor, Sex Equity

The Ohio Department of Education does not discriminate against any individual for reasons of race, color,creed, religion, national origin, or sex.

The'Ohio Department of Education is an equal opportunity employer.

ACKNOWLEDGMENTS

We sincerely appreciate the time and effort provided by the following advisory committee members:

Richard Adams. Superintendent, Upper Valley Joint Vocational School District

Kirby Barrick, Assistant Professor, Department of Agricultural Education, The Ohio StateUniversity

William Bussey, Vocational Agriculture Supervisor, Licking County Joint Vocational SchoolDistrict

Linda Collins, Vocational Agriculture Instructor, Scarlet Oaks Career Development Center

Dorothy Dickerson, Supervisor of Secondary T & I Education, Cincinnati Public Schools

Nancy Evans, Supervisor of Sex Equity, Ohio Department of Education

Don Garrison, State Supervisor for T & I Education, Ohio Department of Education

Howard Hetzler, Supervisor for T & I Education, Eastland Joint Vocational School District

Louise Vetter, Senior Research Specialist in Vocational Education, National Center for Researchin Vocational Education

Jack Volkmer, Northwest Supervisor for T & I Education, Ohio Department of Education

Sue Vinson, vocational agricui,ure student, Bloom Carroll High School

Their input was critical in the development of a practical, in-service model.

We would also like to extend our thanks to the ten participating schbls who gave generously of theirtime in organizing the on-site visits and in providing valuable information for use in the in-service model.

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CONTENTS

Acknowledgments ii

I. THE PROBLEM AND ITS SETTING 1

Need and Impact of the Study 1

Purpose and Objectives 2

II. REVIEW OF RELATED LITERATURE

Legislative Background 3Psychological Barriers to Sex Equity 3Occupational Patterns of Women 3Enrollment Patterns in Vocational Education 3Factors Related to Career Choice 4Related Sex Equity Projects and Studies 4Summary 7

III. METHODOLOGY 8

Research Design 8Population and Sample 8Instrumentation 8Data Collection 9

IV. FINDINGS 10

Students 10Employers 10Parents 11Counselors 11Administrators 11Teachers 12General Observations 12

V. SUMMARY, CONCLUSIONS, IMPLICATIONS, NEED FOR FURTHER STUDY 14

Summary 14Conclusions 14Implications 14Need for Further Study 14

Appendices 15

A. Interview Schedule 15B. Site Descriptions 19

References 22

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CHAPTER I

THE PROBLEM AND ITS SETTING

Need and Impact of the Study

Title IX of the Education Amendments of 1972prohibits discrimination on the basis of sex ineducation. Title II of the Education Amendmentsof 1976 requires that sex discrimination, sex bias,and sex stereotyping be eliminated from allvocational education programs. Each state isfurther required to set forth policies andprocedures that will assure equal access tovocational education programs by both womenand men, including incentives to encourage theenrollment of both women and men in the non-traditional programs of study (FinalRegulations...1977).

In Ohio, it is apparent that progress is beingmade to meet the letter and the spirit of therequirements identified in Title IX and Title II,respectively, in the 1972 and 1976 EducationAmendments. Programs once considered thedomain of male students are experiencingincreasing enrollments of females, and programsonce totally female now have males in their ranks.This fact is made evident by data recently releasedby the Ohio Department of Education, Division ofVocational Education, as indicated in Table I.

A major area of concern in the reduction of sexdiscrimination, sex bias, and sex stereotyping is at

TABLE I Female Enrollment in Vocational EducationPrograms by Service Area in Ohio

the secondary level. This is due partly to the factthat significant enrollment numbers are found atthe secondary level. Further, it is very clear that atremendous impact is made on the vocational livesof students during their secondary experience. Inaddition to this concern, much of the original drivein the development of Title IX of the EducationAmendments of 1972 and of Title II of theEducation Amendments of 1976 came from therecognition that sex discrimination, sex bias, andsex stereotyping were especially serious problemsfor ferniles. Table II depicts only the secondaryenrollments with the number and percent offemales enrolled at that level in Ohio.

Note at the secondary level that femaleenrollment in agriculture is the lowest of all theservice areas and that it is significantly lower on apercentage basis than the total programenrollment for agriculture. The trade and industrialprogram area also shows a relatively lowenrollment of females. Further, within otherservice areas some specific programs have alsoexperienced low enrollment of females.

This research proposal was made based uponthese types of data and the concerns they presentfor females interested in pursuing programs ofstudy which have traditionally been for males.

Service Area Total Enrollment Female Enrollment 0/0 Female

Trade and industrial 132,493 17,166 13Agriculture 42,174 8,960 21Distributive 49,329 25,940 53Home economics 159,004 138,003 82Business and office 58,165 52.229 90

TOTAL 441,165 242,298 55

Note that agriculture, which was once essentially 100percent males now has 21 percent females in its program.

(Sex Equity Update, March 1979)

TABLE II Female Enrollment in Secondary VocationalEducation Programs in Ohio

Service Area Total Enrollment Female Enrollment 0/0 Female

Trade and industrial 65,201. 12,800 20Agriculture 23,974 3,645 15Distributive 12,218 6,903 57Home economics 122,496 98,520 80Business and office 29,717 27,724 93

TOTAL 253,606 149,592 59

(Sex Equity Update, March 1979)

Purpose and OP/actives

The purpose of this research was to develop amodel for recruitment, retention, and placement offemale students in secondary vocationaleducation programs which have traditionally beenfor males.

The following objectives were identified for theproject:

1. To identify ten specific secondary vocationaleducation programs which have successfullyrecruited, retained, and placed femalestudents in non-traditional programs ofinstruction.

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2. To identify the factors which have influencedsecondary vocational education programs tosuccessfully recruit, retain, and place femalestudents in traditionally male roles.

3. To develop strategies for secondary vocationaleducation programs for recruiting, retaining,and placing female students in non-traditionalprograms of instruction.

4. To develop an inservice approach forsecondary vocational education programswhich will encourage the use of strategieswhich aid in the successful recruitment,retention, and placement of female students innon-traditional roles.

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CHAPTEiji

REVIEW OF RELATED LITERATURE

Legislative Background

This study is not the first to address the issue ofsex equity in vocational education. Sex equityprojects have been carried out in many states,some with measurable success. Yet the problemsof sex-stereotyping and differential selection ofprograms by students on the basis of genderpersists on a national level (Schenck, 1977). Thisstudy attempts to draw on the experience of pastprojects and to examine selected successfulschools in Ohio to develop a practical model forteachers and administrators to use in eliminatingsex -bias.

For the past several years vocational educationhas been confronted with providing sex equity inpolicies and programs in compliance with Title IXof the Education Amendments of 1972 and Title IIof the Education Amendments of 1976. The scopeof Title IX and Title II extends from preschoolthrough graduate school, and protects studentsand staff from sex discrimination. With regard tothe numbers of individuals protected, Title IX andTitle II are the most far-reaching civil rights lawsthat have ever been enacted in the U.S.(Verheyden-Hilliard, 1977). The legislativemandates have resulted in an important challengeand tremendous opportunity for vocationaleducation to prepare young people for societalchanges affecting their personal, family, and workroles. As sex-stereotyping diminishes, anincreasing number of students will realize theimportance of the technical and practical livingskills taught in various vocational programs. Theclassroom implementation of Title IX and Title IIinvolves a united effort by administrators,counselors, and teachers. In meeting thelegislative requirements, vocational educatorshave an opportunity to help young people of bothsexes expand their role expectations and be betterprepared for the labor market.

Psychological Barriers to Sex Equity

The negative effects of sex role stereotypingcannot be ignored. Neither can there be a quick,shallow solution to such a difficult problem. Sexstereotyping has been a subtly accepted fact foryears in American society. Rosenkrantz and others(1968) found sex-associated characteristicsassigned to males tend to be the same ones mentalhealth professionals assign to mentally healthyadults. These findings imply a normal female couldnot be a mentally healthy adult. Women areexpected to exhibit characteristics not highlyvalued in our culture and much pressure is put on

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men to conform to the "masculine" image(Peterson, M. and Vetter, L., 1977).

Occupational Patterns of Women

The female emphasis in sex equity programscan be attributed to several factors. Women havebeen traditionally concentrated in low skill and lowpaying jobs (Briggs, 1978). In 1970, 30 percent ofworking males were in high paying jobs comparedto 2 percent of females. More than 40 percent of allfemales in the work force are in 10 occupations,ranging from secretary to cashier to eiementaryschool teacher. The average woman worker earnsless than 60 percent of what the average man earns(Fact Sheet, 1974) and the wage gap between menand women is increasing. Female collegegraduates in 1974 earned a mean salary of $9,777compared to a mean salary of $16,576 for malecollege graduates (Rieder, 1977). Despite somegains in the number of women employed, jobsegregation patterns that confine women to thetraditional female occupations persist (Rieder,1977). Tradition, rather than job content, has led tolabeling certain jobs as female and others as male(Fact Sheet, 1974).

Enrollment Patterns in Vocational Education

Past vocational patterns indicate sexdiscrimination, sex bias, and sex stereotyping arenot hypothetical problems in vocationaleducation. Prior to 1972, female enrollment insecondary vocational agriculture and trade andindustry classes was minimal. Less than 8 percentof the enrollment in vocational home economicsclasses consisted of males. The underlyingassumption that men and women should bedifferent encouraged these enrollment trends topersist until the early 1970's. Title IX was passed in1972 after congressional hearings documentedthe pervasiveness and long-range consequencesof sex discrimination in educational practice,policy, and attitude (Verheyden-Hilliard, p. 2).

As a major connection between school and theworld, of work, vocational educators can act aschange agents for eliminating occupationalstereotypes. Subpart C 86.23 of the Rules andRegulations for Title IX states "vocationaleducation shall not discriminate on the basis of sexin the recruitment and admission of students"(Verheyden-Hilliard, p. 22). Evidence of sex-bias invocational education can be found in statisticswhich indicate that women make up only 9.2percent of the enrollment in agriculture (whichincludes horticulture) and 12.6 percent of the

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enrollment in trade and industrial programs(which includes cosmetology) (Schenck, 1977).More recently a study conducted by the PEERGroup of the National Organization for Womenshowed that in non-traditional programs malesstill maintain a stronghold with female enrollmentat 11 percent for agriculture, technical areas, andtrade and industrial programs (PEER, 1978).

Factors influencing the disproportionateenrollment have been explored in several studies.Kane et al. (1978) found that the mother is the mostinfluen';a1 person in a woman's career decision. Asmight be expected, research has also shown that"maternal employment influences daughterstoward less stereotyped sex role attitudes " (Katzet al., 1977 as cited by Vetter et al., 1978, p. 43). Theparental influence is a major part of thesocialization that a child undergoes. Otherinstitutions such as mass media and schools alsoserve to instill attitudes regarding sex-appropriatebehavior (Katz et al., as cited by Vetter, 1978, p.41). Schenck (1977) states that "...by the fourthgrade, girls' perceptions of occupations open tothem are limited to four: teacher, nurse, secretary,or mother." It is unfortunate for both sexes thatsuch limited opportunities are perceived byfemales. With nine out of ten women workingduring their lifetime, they are competing for anarrower range of occupations which leads tohigher competition and consequently lower pay(Schenck, 1977).

Though a woman's perception of heropportunities may broaden as she grows older, athigh-school age she is attempting to gain somesense of identity, especially in the context of herwomanhood (Kane, et al., 1978). Peer pressure andthe natural self-doubt which accompanyadolescence only make it more difficult for theyoung woman to decide in favor of a non-traditional occupation. This tremendous socialpressure is further intensified by schools which donothing to encourage female students to enroll intraditionally male courses. The AdvisoryCommittee on the Rights and Responsibilities ofWomen to the Secretary of Health, Education, andWelfare, 1975 stated that "...the schools have been

and continue to be - among the major socialforces perpetuating the stereotyped images ofwomen, their vocational opportunites, aptitudesand interests..." (Weitz, 1977). This failure of theschools to break down barriers of sex-bias hasbeen the impetus for this study and others like it.Though it may be difficult to change parentalattitudes, steps can be taken by educators andadministrators to eliminate unnecessarystereotypes in vocational programs so thatstudents, both male and female, may select anoccupation based on their aptitude and interestand not their gender.

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Factors Related to Career Choice

In analyzing which factors are most importantin motivating students to choose a particularvocation, Kane et al. (1978) found that interest is byfar more important to adolescents than is eitherability or earnings. Interest in the subject matteralone is the single most powerful motivating factorin the selection of a vocational program. Abilityranks second and earnings third in importance.With this knowledge, strategies for eliminatingsex-bias can be designed so as to emphasizecapturing the interest of female students, ratherthan focusing on the improved earnings which arecharacteristic of the male-intensive occupations.

In that same study, Kane et al. (1978) analyzedwhich counseling techniques were most useful inrecruiting non-traditional female students. Theydetermined that career education including job-site visitation is the most useful and influential toolas opposed to individual and group counseling,and vocational testing is least useful. Smith (1975)found in the New Pioneers Project in NorthCarolina that when vocational counselorsinformed girls about non-traditional areas, thevocational program was better explained to boysand actually led to a better quality student who hadmade an informed occupational choice.

Oftentimes a counselor or an instructor hasaccess to brochures, pamphlets, and instructionalmaterials which are used to familiarize potentialstudents with a vocational program. Thesematerials, if they contain sex-stereotyped imagesof students or use generic pronouns, mayinfluence the career choice of a student (Plost etal., 1974 as cited by Vetter et al., 1978). Weitz(1977) examined recruitment brochures andfound, "...The messages and images in programbrochures conformed to the traditionalclassification of occupations along sex-stereotyped lines..." This is another area within theeducational system in which there is ample roomfor improvement and in which corrections couldeasily be made by an alert and cognizant planner.Schenck (1977) recommends the Dictionary ofOccupational Titles (U.S. Dept. of Labor, 1975) asa resource to use in neutralizing instructionalmaterials. Posters and pamphlets describingtraditionally male or female vocational programsshould now include pictures of non-traditionalstudents and an unbiased description of theprogram.

Related Sex Equity Projects and Studies

With a clearer understanding of the factorscontributing to the disproportionate male/femaleenrollment in non-traditional vocationalprograms, projects have been conducted toovercome these barriers to sex equity. Variousmethods or strategies have been investigated,

utilized, and evaluated in these projects. A reviewof their successes and shortcomings will provideinsight and aid in the development of this study. Nosingle program can be instituted to eliminate sexdiscrimination from vocational education.However, many stares have made commendableefforts to reduce sex bias in their vocationalprograms.

The New Pioneers Project, initiated in 1974,was a model designed to eliminate sex bias invocational education in North Carolina publicschools. The model involved both boys and girls innon-traditional programs. Extensive plans forstate and local participation in the sex equity issuewere included. Three main themes characterizedthe project: lifetime career planning foreveryone,vocational options for all students, and the specialneeds of disadvantaged youth. Forty-five teacherswere trained at a state conference to be resourcepersons for local sex equity projects. Thecoordinators of the New Pioneers Project made adistinction between sex discrimination and sexbias. Sex discrimination involves overt actions thatare against the law and cases are usually rare. Sexbias involves underlying assumptions and/oractions that favor one sex over the other. Programsdesigned to eliminate sex discrimination redresswrongs and have a negative emphasis. "Whereas,programs eliminating sex bias create new avenuesfor happiness by using a positive approach"(Smith, 1976). Twenty months after the onset ofthe project, enrollment figures showed a 20percent increase of female students in vocationalagriculture classes and a 10 percent increase ofmales in vocational home economics programs.During the project, Smith discovered (1974) thatinforming students about sex bias was critical andstudents more often than teachers, needed help inovercoming sex stereotyping attitudes.

In a project by Lewis (1976) at Penn StateUniversity, ten "pacesetter" schools throughoutthe United States that attracted women into non-traditional programs were identified and visited byresearchers. A minimum of five females in a non-traditional class was the criterion used to select theten schools. The purpose of the project was toidentify ways to increase the occupationalopportunities for women and identify the stepsthat will encourage females to enter programstraditionally for males. Lewis assumed that sexrole socialization in the family and the distributionof the sexes in the labor market will be the majorinfluences shaping the careers of women in thefuture. Lewis further concluded the schools canstimulate the changes in these two areas.

Cracking the Glass Slipper is a guide foreducators to use in ending sex bias in schools.

Developed by PEER, the guide explains Title IXand suggests strategies for constructive change inthe area of sex equity.

One program found to be effective in Texas wasProject EVE, Equal Vocational Education. Thisproject was longitudinal in that females wererecruited into non-traditional programs, theirprogress was followed throughout the year andevaluations were made at the end of the year. Torecruit students, project staff gave a presentationincluding the slide/tape program entitled "AllAbout EVE." They also distributed a brochuredescribing the various programs, and tours weregiven of the vocational classrooms. Additionalinformation was provided when requested andinterviews were conducted with those females whoshowed an interest in male-intensive areas.Females who selected non-traditional programswere observed in the classroom by project stafftwice a week, for the first month and once a week insubsequent months. These observations allowedstaff to develop a working relationship with thevocational instructors and kept them up to date onclassroom activities. Meetings between projectstaff and female students were held once a week todiscuss problems and/or good experiences and toencourage openness and familiarity. Potentialproblems were also avoided by frequent meetingsbetween staff and individual teachers andadministrators. Other activities undertaken by theProject EVE staff included a career fair,presentations to community groups; interviewswith local industry representatives, and variouspublicity efforts such as bulletin boards,newspaper articles, and television and radiopresentations. The success of this program isevidenced by the number of women who enrolledin non-traditional programs the year after the EVEproject. While six girls participated in the project,the following year thirteen girls had signed up fortraditionally male-intensive programs.Administrators gave the EVE project credit for thisincreased enrollment (Lerner et al., 1976).

Maher (1976) reviewed 24 exemplary projectsattempting to eliminate sex-bias in vocationaleducation programs. These projects were dividedinto categories based on their majorpurpose: (1) to increase career awareness, (2) torecruit women into non-traditional vocationaltraining, (3) to increase commitment and concernof education personnel through conferences, or(4) to develop materials. A relevant projectexamined in this study was initiated by the Districtof Columbia Public Schools called the CareerDevelopment Program. Career advisors were hiredto present orientation programs as early asseventh and eighth grade to facilitate careerexploration and eradicate male/female job

distinctions. Once the students reached highschool those interested could either opt for aCareer Development Center or participate in theInterdisciplinary Cooperative EducationProgram. The latter was a work-studyarrangement in which students were given skillstraining through local employers. Efforts weremade to encourage women to choose non-traditional occupations. The Career DevelopmentCenter used the concept of "cluster centers"which include areas traditionally popular withmales or females. The participation, however, wasco-ed to ensure introduction to a wide range ofcareer options. This project could easily beduplicated in other vocational education systemswith the help of SEGO (Sex Equity in GuidanceOpportunities) trainers who are available in everystate.

The Women in New Careers Projert (WINC)attempted to identify attitudinal barriwa towardwomen in non-traditional jobs, to assist a pilotgroup of women to enroll in non-traditionaltraining, and to increase awareness of women'saptitudes. The program was implemented throughCETA (Comprehensive Employment Training Act)Centers in five major cities. Intensive services wereprovided for those women in the pilot programboth during and after training. A careerdevelopment package was designed and testedthrough the program and served to broaden jobopportunities in previously all-male occupations.Though these women were, as a group, older thanstudents in a secondary vocational educationprogram, important information was gained aboutattitudes which influenced their occupationalchoice (Maher, 1976) MacManus andVanHightower (1977) examined the vocationaleducation portions of CETA on occupationalsegregation by sex and advocated that reductionof sex stereotyping will be linked to politicalchange and the key is getting more women inadministrative positions.

Farmer (1978) describes various counselingservices implemented since Title IX designed tocarry out the spirit of that law. The project BornFree was sponsored by the Women's EducationalEquity Prograrr and the Department of Health,Education, and Welfare and attempts to changethe "career socialization" of both sexes (Hansen,1978, as cited by Farmer, 1978). The project hasenlisted the expertise of psychologists, educator;,and parents in elementary through post-secondary institutions. Materials such aspamphlets and slide-tape presentations weredeveloped for use in training parents, students,and educators. The basic assumptions underlyingthe project included: (1) Both men and womenmust be trained to redefine sex roles sincechanges in occupational choice by men and

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women are integrally related, and (2) positive andnegative sanctioning in career exploration occursat every state of the educational continuum. Theapproach taken in this case was broad andattempted to address the entire issue of sex-rolestereotyping.

The question of responsibility forimplementation of projects arises whenever such astudy is undertaken. Will it be through the efforts ofthe faculty, the administrators, the parents, orperhaps an outside resource that a particularproject is instituted in a school? The direction of aprogram may be broad enough to encompass allthese factions or it may address itself to one inparticular. Such is the case with a projectdeveloped in North Carolina by System SciencesIncorporated (Rice et al.. 1977). A manual foradministrators was assembled providingstrategies to eliminate sex-stereotyping and sex-bias. In order to determine what the specific needsof administrators were, surveys were taken ofprograms and strategies already in use,administrators were interviewed to determineissues and concerns and experimentalinstructional materials were field-tested toevaluate effectiveness. Findings from 'hese effortswere used to develop the handbook. Servicescovered by the manual include counselingprograms, curricular programs, career planningand awareness programs. Workshops,conferences, materials revision, self-helpinformation and research. The project wasextensive and very practical in its orientation.Exercises were simple in format, easy to use, andadaptable to many situations. For example; theunit on stereotyping included a questionnairetypeevaluation for measuring and identifying possiblesex-bias in hiring of staff, curricular andinstructional materials (broken down by subjectmatter), guidance and counseling methods,sports, physical education and extra-curricularactivities, and the distribution of students amongthe various program areas. Other ti,-;its coveredlegal aspects of sex-discrimination, StateEducation Agency assistance available, sexistlanguage, and statistics on women workers. Themanual was developed using data primarily fromNorth Carolina but it has relevance to vocationaleducation nationwide.

Griffin and Kelly (1978) concluded that sexequity workshops were effective in bringing abouta significant increase in the degree of awareness ofsex bias and sex stereotyping in vocationaleducation. Beach (1977) had a more critical view ofvocational educators, claiming the majority ofeducators remained unaware of problems relatingto sex bias and little has been done to accomplishchange. The Beach study identified behaviors thatinhibited or eliminated sex bias at all levels of

vocational education. Conclusions of the studyindicated behaviors of vocational administrators,counselors. and instructors which reduce sex biasoccurred an organizational efforts only; theeducato; lid not act on their own initiative toeliminatc' sex bias behavior.

Summary

Continued research is necessary if thesuccesses of the various sex equity programs areto be realized. Compliance with the regulations ofTitle IX and Title II by vocational education is beingevaluated by the federal General AccountingOffice (GAO) for the 1982 vocational educationlegislative recommendations. Thousands offederal and state dollars have been spent onprograms aimed at reducing or eliminating sexbias in vocational education programs. Theeffectiveness of such programs will continue to becarefully examined during the next two years.

Although significant changes have occurred in

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vocational education in the area of sex equity, thecontinued emphasis for occupationalopportunities for all students is critical. Numerousvocational programs are still dominated by onesex. Rieder (1977) believes the most important anddifficult single barrier in eliminating sexstereotyping is attitudinal. There is no evidencethat boys and girls have different interests,abilities, and aspirations at birth; society teacheschildren early in life the stereotyped roles they willfulfill as adults (Vetter et al., 1977). As a majorfactor in training young people for the world ofwork, vocational education has a tremendousopportunity to provide a more balanced picture ofcareer options as they relate to individual interestsand abilities. Vocational education must changethe socialization patterns that limit theoccupational choices of males and females. Byemphasizing humanistic characteristics, ratherthan traditional sex - stereotyped ones, careerdecisions can be based on individual interests,abilities and aspirations.

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CHAPTER III

METHODOLOGY

Research Design

The study was designed to be descriptive innature. Project staff gathered information throughinterviews which provided anecdotal data.

Major steps in the research effort were:

1. Identification of project staff

2. Organization of an advisory council

3. Review of related research

4. Selection of ten schools to receive on-sitevisits

5. Development of interview schedule

6. Visitation of schools by project staff

7. Preparation of technical report

8. Development of in-service model

Population and Sample

Project staff consulted with the advisorycommittee in order to develop the followingguidelines for school selection. An effort wasmade to include:

1. a range in the number of females currentlyenrolled in non-traditional programs

2. rural, urban, and suburban settings

3. joint vocational schools and comprehensivehigh schools

4. programs with female completers placed innon-traditional occupations

5. a fairly equal division between vocationalagriculture and trade and industrialprograms

6. a geographical distribution throughoutOhio

Project staff obtained enrollment figures by sexfor vocational agriculture and trade and industrialprograms from the State Department of Education,Division of Vocational Education. Past enrollmentstatistics were compared with those of the 1979-80school year in order to determine enrollmenttrends. Based on these findings 25 percent femaleenrollment was established as a minimum(standard) for preliminary vocational agricultureprogram selection. A lower standard of 5 percentfemale enrollment was set for trade and industrialprograms.

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Based upon enrollment data the project staffcomposed a tenta'.ve list of four schools to beconsidered for on-site visitation. Forty productionagriculture programs and twenty trade andindustrial programs, divided by districts, weresubmitted to state supervisory staff in theirrespective service areas. A letter was sent toassistant directors requesting their cooperation inschool selections. State staff familiarity withindividual programs provided a qualitativeevaluation of identified schools. They were askedto review the programs in terms of placementrecord, retention rate, and quality of classroominstruction.

Utilizing both qualitative and quantitative dataas well as the criteria established in conjunctionwith the advisory council, project staff selectedfive trade and industrial programs and fivevocational agriculture programs for on-sitevisitations. Due to the nature of the study, schoolswere not randomly selected.

Selected schools were contacted to requesttheir cooperation in on-site visitations. Schoolpersonnel were asked to arrange meetings withtarget group members and to provide a tour of theschool facilities.

Specific target groups to be interviewed duringon-site visits were identified in consultation withthe advisory council. Target groups includedstudents. teachers, parents, employers,administrators, and counselors. In selecting targetgroups, an attempt was made to involve all personsintegral in the recruitment, retention, andplacement of female students in traditionally malevocational programs.

Instrumentation

In the development of interview schedules,extensive input was provided by advisorycommittee members. Separate surveys werewritten for each of the target groups includingstudents, teachers, parents, employers,administrators, and counselors. Advisorycommittee members contributed their expertise asprofessional representatives of administration,supervision, instruction, and sex equity researchand coordination. A skeletal list of questions wasdeveloped by project staff to be reviewed andsupplemented by the advisory committee. Therewere five core questions directed to all targetgroups interviewed. The interview schedules andthe list of core questions are in Appendix A.

1.3

Data Collection

Five trade and industrial programs and fivevocational agriculture programs were visited fromFebruary 7, 1980 to May 2, 1980. Six of thevocational programs received a two-day in-depthsite visit. Upon completion of in-depth site visits ageneral view of the results was made. Based uponthe results, four additional one-day site visits were

9

conducted. These visits gave major emphasis tothe factors that appeared most frequently in the in-depth site visits. Interviews were conducted on aone-to-one basis between project staff andmembers of target groups. Interview sessionsusually required approximately thirty minutes tocomplete.

CHAPTER IV

FINDINGS

Findings are best summarized according to thetarget groups. Table I shows the number of malesand females within each target group. Further, alist of general observations and quotations ofpersons interviewed is provided for the respectivegroups.

TABLE I Scope of the Study

-Targer GroupsMale

n = 85Femalen = 89

Students 17 60

Parents 9 17

Administrators 18 1

Counselors 11 7

Employers 9 1

Teachers 21 3

Students

Students were the largest group interviewed.An effort was made to interview students enrolledin both traditionally male and traditionally femalevocational programs.

1. Most males and females felt that nopreferential treatment was being given toeither sex.

2. Females enrolled in non-traditionalprograms could usually identify onesupportive person (relative, friend,counselor) who had encouraged them toenter.

3. Most females had been exposed to or hadprevious experience in the field selected.

4. Females generally perceived that theirvocational program instructors were verysupportive.

5. In vocational agriculture programs malesand females generally felt that femalestudents were well accepted by theinstructor and in the community.

6. Several female students indicated that theywould be accepted by employers if theywere qualified and could "provethemselves."

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7. Students had a limited understanding of theissue of sex equity. Some generalcomments were as follows:

"Women can do anything guys can do...ifthey can do the job, they should be ableto..."

8. All students did not identify the same*Ahrgonas influential in their career choice. Variousgroups cited as influences were other girlsin the program, parents, guidancecounselors, other relatives, older brothersand sisters, teachers, while several studentssaid that the decision to enroll was madeindependently. A typical response wasgiven by a female enrolled in businessmachine repair:

"...my mom encouraged me; she wantedme to have something to do besidesrestaurant work..."

Employers

Project staff interviewed employers both inschool and at their places of business.

1. Generally, employers were reserved in theirenthusiasm for the issue of sex equity; mostfelt that there were well-defined male andfemale roles.

2. Most employers would agree to hiringfemales but would limit the female role toone which would not require physicalstrength.

3. When asked about hiring a female for anon-traditional occupation, mostemployers responded favorably. Somereserva eons were expressed however, as inthe following quotes:

"...less acceptance by customers is adefinite problem...l think there could be agreat resistance in the trade..."

Another employer felt:

"...There are jobs for men and jobs forwomen..."

4. Most employers interviewed were involvedin small businesses and not affected byfederal mandates concerning sex equity.

Parents

Parents of non-traditional female studentswere interviewed by project staff. Findings were asfollows:

1. Almost all parents were very supportive oftheir child's program choice though somefelt opportunities after graduation might belimited due to sex bias. Other parentsthought that "reverse discrimination" wouldassist their daughters in obtainingemployment.

2. There was a mixed reaction from parents intheir own perception of their influence ontheir child's choice of a program.

3. Parents generally believed that more couldbe done in counseling students aboutcareers as indicated in the following quotes:

"...Counselors should talk about careersat an early age..."

"...lt is too late by the time students are inhigh school to make career decisions..."

"...Students should have the opportunityto talk with persons actually doing thejob..."

4. Parents' understanding of sex equity ischaracterized by the following quotes:

"...equal work for equal pay..."

"...students should be allowed to pursueanything they are interested in..."

Many of these comments were prefaced bythe remark:

"...I'm not a 'women's libber' but..."

Counselors

Overall, the counselors we spoke to were well-informed, had attended in-service meetings, andwere open to the issue of sex equity.

1. There was a very mixed reaction in terms ofhow students were counseled aboutcareers. Some counselors overtlyencouraged females to enter non-traditional programs and mentioned paydifferentials. Others did not discuss theissue of sex equity with students.

2. When asked what sex equity means, thefollowing responses were given:

"...affirmative action to take deliberatesteps to reduce sex bias..."

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"...people being judged on theircapabilities..."

"...persons being treated according totheir abilities and interests..."

3. Counselors identified the following factorsas contributing to the success of theirschool in the area of sex equity:

"...middle school industrial arts andhome economics programs involve bothmales and females."

"...co-educational sports haveencouraged sex equity..."

"...this school has done a lot of work inthe area of racial equity and it has carriedover into sex equity..."

"...reputation of the program has led toan interest on the part of females..."

"...posters depicting males and femalesin non-traditional programs aredisplayed here and at feeder schools..."

4. Several schools had orientation materialswhich had been reviewed for sex bias.However, most schools had not acquiredmaterials which speak directly to changingroles.

5. Some activities initiated by guidancepersonnel included:

the development of brochures throughgrants received from the StateDepartment of Education.

A summer orientation program inwhich males participated in traditionallyfemale programs and femalesparticipated in traditionally male tradeareas.

The involvement of non-traditionalstudents in recruitment programs at thejunior high level, career fairs, and publicrelations activities.

Administrators

Administrators interviewed includedprincipals, assistant principals, superintendents,supervisors, and directors.

1. The general reaction to the issue of sexequity is evidenced by the following quotes:

"I believe in equal access to programs forboth sexes..."

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"...the role of the school is limited due tofamily influence..."

"...not enough emphasis is placed onmales in non-traditional areas..."

"...very important issue in education..."

2. Most administrators were aware of the sexequity issue, as expressed below:

"Title IX says that you do notdiscriminate by sex..."

"...means there is equal opportunity forwomen..."

"...my interpretation is equal payregardless of sex..."

"Sex equity legislation would be betteraccepted if it didn't change so often."

3. Many administrators saw their role asproviding direction forthe staff in the area ofsex equity:

"...passing mandates along to placementand guidance..."

"My job is to smooth things over to seethat girls have adequate facilities..."

"...to ensure that my staff isopen-minded..."

"...to stay ahead of the problems butkeep practical and a sense of reality..."

"...My role is to provide creative ideas toattract non-traditional students..."

4. Administrators felt there was adequatedirection from the state but not enoughinformation on implementation of sexequity policy. Many administrators feltthreatened by compliance regulations.Several administrators mentioned that theyresented the female emphasis.

5. When asked about the acceptance of femalegraduates by employers, administratorsgenerally perceived that there would be noproblem:

"...affirmative action will work in favor offemales..."

"...larger firms are no problem becausethey are under the federal mandates butsmaller firms may resist..."

6. Very few administrators had been exposedto in-service work in the area of sex equity.

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Teachers

Teacher attitude was a critical factor in thesuccess of female students in non-traditionalprograms. Teachers interviewed were from highlymale-intensive vocational areas, but weregenerally enthusiastic about the enrollment offemales.

1. Several teachers remarked that the entr....nceof females into the program had a positiveinfluence on other class members,specifically, competition was enhanced andall students benefited.

2. Most teachers interviewed had receivedlittle or no preparation (pre-service orin-service) for female students.

3. When asked about the meaning of sexequity, teachers responded as follows:

"...it means equal access to programs..."

"...equal opportunity and equaltreatment of students..."

4. Teachers often mentioned that the firstfemale student, if genuinely interested in theprogram, facilitated the acceptance offemales by class members and theinstructor.

5. Teachers set the same standards forfemales and males. For example,vocational agriculture students were allexpected to acquire welding skills.

6. Vocational teachers identified the followingfactors as contributing to the success oftheir program in the area of sex equity:

"...8th grade orientation slidepresentations include both males andfemales in non-traditional programs..."

"...non-traditional students go to thejunior high schools and explain theprogram..."

"...trade shows have been developed thatinvolved both male and female studentsin vocational skill demonstrations..."

"...identifying and visiting potentialfemale students prior to their enrollmentin high school..."

General Observations

The following were some practical suggestionsfor sex equity implementation provided by schoolpersonnel:

7

Role models seemed to be a significantfactor in the success of students.

Audio-visual, instructional, and orientationmaterials should include representation offemales.

Females were more successful when two ormore were enrolled.

Teacher attitude seemed critical to classacceptance of females.

Prior experience in the field (4-H foragriculture programs or industryexperience for T & I) was a contributingfactor to female enrollment.

13 -aI

.

Several schools provided support sessions,such as luncheons or workshops, forstudents in non-traditional programs.

Most of the students in non-traditionalprograms had parental support andencouragement.

In general, students in non-traditionalprograms were more independent and hadspecific career goals.

Teachers often remarked that difficultieswere encountered in the acceptance ofnon-traditional students for the first fewweeks after which time problems wereresolved.

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CHAPTER V

SUMMARY, CONCLUSIONS, IMPLICATIONS, NEED FOR FURTHER STUDY

Summary

The purpose of this research was to develop amodel for recruitment, retention, and placement offemale students in secondary vocationaleducation programs which have traditionally beenfor males.

The project staff gathered information throughinterviews which provided anecdotal data. Basedupon enrollment data and recommendations fromthe advisory committee and state supervisory staff,project staff selected five trade and industrial andfive vocational agriculture programs for on-sitevisitation. Specific target groups to be interviewedwere identified and included administrators,teachers, students, employers, parents, andguidance counselors. A set of core questions weredeveloped to be directed to all target groupsinterviewed.

Conclusions

The following conclusions were based on theresponse from the interviews:

1. When two or more non-traditional studentsare enrolled in a vocational program, therate of retention is improved.

2. Teacher attitude is critical to classacceptance of students in non-traditionalprograms.

3. Prior experience in the field is a contributingfactor to female enrollment.

4. Role models are a significant factor in thesuccess of female students in non-traditional programs.

5. Audio-visual, instructional, and orientationmaterials that include representations offemales are useful in the recruitment,retention, and placement of female studentsin non-traditional programs.

6. Support sessions give visibility to non-traditional students.

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Implications

Several important implications are evident fromthe findings of this research.

In-service for school personnel is needed tocreate an awareness and provide direction inimplementing sex equity policy. The needs ofstudents in this area might also be served bycounseling and instruction. Curriculum materialsand recruitment brochures depicting both malesand females in all vocational programs should bedeveloped.

Teachers or guidance counselors shouldidentify and actively recruit potential non-traditional students. In addition, schools couldestablish specific goals in the area of sex equity.This plan of action could include target dates forimplementation and identified objectives.

Need for Further Study

As a result of information obtained by thisstudy, the following recommendations are madefor additional research:

1. Research concerning male students intraditionally female program areas shouldbe conducted to complement the currentstudy.

2. Similar research conducted in other stateswould provide additional verification of thefindings.

3. Post-secondary vocational programs couldbe investigated to identify various methodsfor recruiting, retaining, and placing non-traditional students.

4. In the interest of comparison, schoolshaving no students enrolled in non-traditional prcgrams could be visited.

5. Research to determine appropriate in-service methods for sex equityimplementation could be conducted.

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i

APPENDIX A

INTEPVIEW SCHEDULE

15

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TEACHERS

1. Demographic information:

backgfound

number of males/females in class

changes in students

2. What does sex equity mean to you? Do you think this is a critical issue in education?

3. What have you done to encourage students to enter your program? Females?

4. How were you prepared, if at all, for female students?

5. How would you benefit from in-service meetings on sex equity?

6. What would you like to have for in-service?

7. What improvements have you seen with females in your program?

8. Who has major influence on the students selecting a particular program?

9. Who deserves the credit for the success of your school in this area?

10. What would you do differently to encourage all students to consider your program?

STUDENTS

1. Family and background

2. Future plans

3. What does equal treatment of females and males mean to you?

4. Why did you decide to enroll in this program?

5. Why do you think other students enroll?

6. Who was the major influence in your decision?

7. Who gave you support or encouragement at school? at home?

8. What support are you receiving now?

9. Are students treated the same for the same behavior?

10. What are some challenges you anticipate in this field?

COUNSELORS

1. Experience in education

2. Organization of counseling system how are students assigned?

3. What does sex equity mean to you?

4. What factors have contributed to the success of your school in the area of sex equity?

16 21

5. What would you do differently to encourage students to consider all vocational programs?

6. Who has the most influence over a student in his/her vocational program choice?

7. Have testing and counseling materials been reviewed for sex-bias?

Who was responsible?

What was done?

When was it done?

8. What materials do you have which speak directly to changing roles?

9. What is the school policy in dealing with discriminatory employers?

10. Who keeps records of job placement by sex?

What do these records show?

11. If workshops have been held to sensitize counselors/teachers to sex equity, have they beeneffective?

12. What have you done to ensure that all students are aware of opportunities?

13. What have you done on career days to encourage females to enroll (in Ag. or T & I)?

14. How do you counsel students regarding areas of divtrimination (pay, promotion, responsibility)?

15. Are orientation slides/brochures available for review?

EMPLOYERS

1. Background and experience

2. Number of employees, their responsibilities, opportunities for advancement?

3. What do you look for in an employee?

4. Who do you think has the most influence on a student's choice of a vocational program?

5. Can you think of any occupation for which women could not be trained?

6. If you had an opening for a mechanic, Would you employ a woman?

PARENTS

1. Demographic information

Current occupation

Wr you choose another career?

How many in your family?

2. What does equal treatment of female students mean to you? Do you think this is a critical issue?

3. What part did you have in your daughter's decision to enroll in the program?

4. How should students be counseled about careers?

5. Who has the major influence on a student selecting a particular program?

6. What challenges will your daughter face in finding employment?

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2,2

ADMINISTRATORS

1. Demographic information

Background in education

General school information

number of studentscommunity descriptionhandbook for students

2. What does sex equity mean to you? Do you think this is a critical issue in education?

3. Who deserves the credit for the success of your school in this area?

4. What factors have contributed to the success of your school in the area?

5. Who is responsible for sex equity? What is their title? How was this person chosen?

6. What in-service training has the staff received in the area of sex equity within the past year?

7. What is your understanding of Title IX and II regulations?

8. What do you feel is the role of the administrator regarding sex equity policies at the local level?

9. Who has the major influence on the students selecting a particular program?

10. Where would you seek assistance concerning sex equity materials/regulations?

11. Do you think administrators receive adequate direction from the state department regarding currentsex equity legislation and the implications at the local level?

12. How well are female students accepted by employers?

13. What would you do differently to encourage students to consider all vocational programs?

14. What are your plans/goals for sex equity implementation?

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18

APPENDIX B

SITE DESCRIPTIONS

19 1°4

SITE A

The city' in which this comprehensivecooperative high school is located has ametropolitan population of 242,000. The city is in amajor industrial area of the state specializing inelectrical machinery, prir'ing and publishing,transportation equipment, and paper industries.Local employment opportunities are plentiful.

The in novative vocational complex wasestablished in 1914 and was the second school inthe United States to offer vocational instruction.The school enrolls 2,100 students (65% black) in 14vocational programs. The unique system begins inthe ninth grade with selectively admitted studentsexploring four vocational areas during nine weekintervals. Tenth grade students specialize in one ofthe 14 vocation& programs and attend school full-time. Eleventh and twelfth graders attend schooland receive on-the-job training in alternating two-week periods.

Interviewed females in non-traditional programareas included auto mechanics, electronics,machine shop, and sheet metal.

SITE B

This comprehensive high school is located in asmall farming community. Industry is limited andprovides a minimal tax base for operation of theschool system. The school was consolidated tenyears ago, but remains a relatively sniall school.Current enrollment is approximately 600 students,and has been steadily decreasing. The school isone of fourteen feeder schools for the area JointVocational School located in a nearby town.

The production agriculture program enrolls 58students, 11 of which are female. Females haveenrolled in production agriculture for the past tenyears. Many students, both male and female, planto attend college after graduation, majoring inagriculture. The majority of students enrolled invo-ag have a farm background and indicate plansto continue farming in the future. Farms in the areaare relatively small (50 - 100 acres) and most aregeneral livestock operations.

SITE C

This comprehensive four-year school wasconstructed in the late fifties but remains inexcellent condition. The school serves as a feederschool to the county Joint Vocational School.Currently the school system enrolls approximately450 students in grades nine through twelve. Thecurriculum includes traditional college-preparatory coures, as well as vocational

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agriculture, industrial arts, home economics, andOWE programs.

This is a small agricultural community with aschool district population of approximately 4,000.Farms are predominantly dairy and families are ofGerman descent. Several smaller industriesemploy local residents. Many people commute totowns and cities to work. The people aregeographically isolated from any majormetropolitan area. A nearby state park draws manytourists in the summer. Wide community supportand a reputation for quality, particularly in the FFA,provides students with a foundation upon which tobuild. Girls have participated in vocationalagriculture since the early seventies. Six girls arecurrently enrolled out of a total enrollment of 40.All students in the program have a farmbackground.

SITE D

The fourth on-site visit was conducted at thelargest joint vocational school district in the UnitedStates. Four vocational schools are locatedthroughout the district, serving a total of 4,600 highschool students. Project staff interviewedpersonnel at one of the four schools whichenrolled 1,487 students. This vocational school issituated on the edge of one of the largestmetropolitan areas of Ohio. Major industries in thearea provide numerous employment opportunitiesfor local residents.

Ten comprehensive high schools sendeleventh and twelfth grade students to thevocational school for 51/2 hours each day. Studentsare enrolled in vocational programs in the generalareas of agriculture, trade and industry, homeeconomics, business and office education, andoccupational work experience.

Female students interviewed were enrolled inautomotive mechanics, industrial electronict,masonry, and carpentry.

SITE E

This comprehensive four-year high school islocated in a rich agricultural area with large farmoperations (400-800 acres), specializing in hogproduction and horse breeding. The school issituated in a town with a population of 13,000people.

The FFA organization is well supported by thecommunity. The production agriculture programenrolls 120 students, 20 of which are female.Female students were actively involved in theprogram as FFA officers, chapter farmers, and withsupervised occupational experience programs.

to

SITE F

This innovative school system had severalfemales enrolled in non-traditional trade andindustrial programs. Programs visited includedairplane maintenance, welding, auto mechanics,and industrial electronics. While an effort wasbeing made to encourage females to enroll in non-traditional programs, participation was limited toone or two females in each traditionally maleprogram. Staff had received in-service training onsex equity. The school had a diverse studentpopulation comprised of twenty-two feederschools from rural, urban, and suburban settings.Located on the outskirts of a large metropolitanarea, job opportunities for graduates are plentiful.

SITE G

The seventh school visited was located in atown with a population of approximately 8,000.The rural area surrounding the school district ispredominantly involved in agricultural production.However, residents have access to three largertowns, one of which is a major industrial center ofOhio.

Currently there are 917 students enrolled ingrades 9-12 at this comprehensive high school.The vocational agriculture program enrollsapproximately 50 students with eight females.Students are highly active in the FFA organizationand the program receives wide communitysupport. Upon graduation, most vocationalagriculture students pursue a career in farming orattend a post-secondary institution majoring inagriculture.

SITE H

A rural community of 3,000 people was the sitefor the eighth school visit. Residents wereemployed by several small industries or commutedto a nearby metropolitan area. Agriculture was nota major industry in this area, with the majority ofthe persons farming part-time.

21

The four-year comprehensive high schoolenrolls 850 students. Approximately 45 studentswere enrolled in production agriculture classes.Girls had been in the program for the past fouryears. The twelve female students interviewedwere active in all phases of the vocationalagriculture program.

SITE I

Fourteen hundred students were enrolled atthis large joint vocational school. The schooldistrict encompassed five counties and studentsfrom rural, urban, and suburban settings attendedthe school. Employment opportunities forvocational program graduates are excellent as theschool district is located in one of the majorindustrial areas of Ohio.

Staff had received several in-service meetingsdevoted to sex equity and program brochures hadbeen developed depicting both male and femalestudents in the 31 vocational offerings.

Females interviewed were enrolled incarpentry, auto mechanics, and machine trades.Typically, there was only one to two femalestudents in the traditionally male programs.

SITE J

This joint vocational school has madeexemplary efforts to recruit both male and femalestudents into non-traditional programs. Brochureshad been developed which showed males andfemales in all program areas. Further, anorientation program was held during which malesvisited traditionally female programs whilefemales were introduced to male-intensiveprogram areas.

The school is located in a rural area outside atown with a population of approximately 10,000.There are no major industries in the area, however,several local employers provide job opportunitiesfor students with vocational training. The schoolenrolls 1,059 students in 28 program areas.

cp .ti

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