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Prepared as a report to Representative Cardiss Collins as part of an ongoing review of the implementation of Title IX of the Education Amendments of 1972, this document examines the current status of gender equity in intercollegiate athletics. Agencies with oversight responsibility for public higher education in each of the 50 states and the District of Columbia were queried. In addition, eight studies of gender equity in intercollegiate athletics were reviewed. Survey results revealed that 22 states had laws or other requirements specifically addressing gender equity in intercollegiate athletics, and 13 of the 22 states reported having full- or part-time staff responsible for gender equity issues. The eight studies showed that women's athletics programs have made slight advances since 1992 as measured by the number of sports available to women students, the number of females participating in athletics, and the percentage of scholarship expenditures for women's sports. The studies also show, however, that women's programs remain behind men's programs as measured by the percentage of female head coaches, comparable salaries for coaches, and ratio of student athletes to undergraduate enrollment. Five appendices to the document cover: (1) the scope and methodology of the study; (2) summary of survey responses; (3) summary of the eight studies; (4) organizations contacted for this report; and (5) comments from the Department of Education. Data tables are included. (Contains 16 references.) (ND)

A major factor hindering women's human rights has been cultural attitudes based on stereotypical beliefs on the role of women in society, which have resulted in women being denied access to education, health care, property, employment, or involvement in decision-making. This report examines and compares some of the issues affecting the well-being and development of women and children addressed under specific articles of the United Nations Convention on the Elimination of All Forms of Discrimination Against Women (CEDAW), the Convention on the Rights of the Child (CRC), and the Organization of American States' Inter-American Convention on the Prevention, Punishment, and Eradication of Violence Against Women. The report addresses the following areas of concern: (1) "Cultural Patterns and Traditional Practices"; (2) "Parental Responsibility"; (3) "Sexual Exploitation and Prostitution"; (4) "Nationality"; (5) "Education"; (6) "Employment"; (7) "Health Care"; (8) "Culture and Recreation"; (9) "Movement of Persons"; (10) "Family Relations"; and (11) "Violence." The comparison concludes that the three treaties complement each other, and together constitute an effective mechanism for enforcing the human rights of women and children. However, they have strengths and weaknesses individually and collectively and rely on international cooperation and adherence to the obligations and rights stated therein. (SD)

This report to the United Nations Committee on the Rights of the Child contains observations of the World Organisation Against Torture (OMCT) concerning the application of the U.N. Convention on the Rights of the Child by the Federation of Nigeria. The report's introduction asserts that the rule by decree of Nigeria's present military regime has serious implications for human rights, and that the most fundamental recommendation of any report seeking to further the interests of the rights of Nigerian children must be a return to democratic civilian rule. The report then presents observations and recommendations in the following areas: (1) the definition of a child; (2) criminal responsibility; (3) the practice of torture; (4) the use of corporal punishment as a punitive measure; (5) physical chastisement of the child in the home; (6) punishment on a gender discriminatory basis; (7) death penalty and life imprisonment; (8) summary execution; (9) arrest and detention; (10) special arbitrary detention measures; (11) detention in prison; (12) children in need of protection outside the familial environment; (13) administration of juvenile justice; and (14) de facto conditions for "Almajiris," a practice which consists of parents entrusting their children to strangers for religious teaching (these strangers then force the children to be beggars.) The report concludes with a summary of observations and recommendations by the U.N. Committee on the Rights of the Child--Nigeria, in the following areas: positive factors, factors and difficulties impeding the implementation of the convention, principal subjects of concern, and suggestions and recommendations. (EV)

A primary social dilemma today is that current strategies have led to the perception that affirmative action favors some population groups at the expense of others, that in a sense it uses one form of discrimination to combat another. It is essential to reconsider affirmative action strategies to implement those that are most appropriate for today and most likely to lessen racial tensions while ensuring equality. Research provides no findings to support the claim that affirmative action has contributed to growing income gaps in the black community. Public support for equal opportunity has remained constant, but opposition has increased for policies that some perceive as preferential treatment. However, polls indicate that public support is increasing for measures such as education and training programs to help women and minorities compete more successfully. Among this Task Force's recommendations are some aimed at strengthening legal enforcement against discrimination. In the area of education and training, an important recommendation is that support be increased for all socially and economically disadvantaged individuals. Another suggestion is that colleges and universities should be encouraged to pursue their own voluntary efforts for student diversity, with race and gender considered among other criteria. Additional suggestions are made for government contracting and policy decisions. (Contains 60 references.) (SLD)

This report, presented in nine parts, contains an executive summary and recommendations, historical background, the national context, a description of physics programs in Virginia for physics majors and those in other majors, a description of students' experiences in physics programs including alumni, an explanation of distribution of faculty responsibilities, a discussion of the recruitment and retention of women and minorities as students and faculty, a description of facilities, an explanation of the costs and benefits of physics programs, and a discussion of partnerships. The executive summary contains five major recommendations that are designed to: (1) preserve the strength of the existing programs while correcting some anachronisms; (2) bring many small programs together to produce teaching and research alliances; (3) and identify special opportunities on which physics departments can focus to attain national status. The recommendations suggest that physics programs should: (1) evaluate their curricula in light of future employment opportunities; (2) form alliances with other programs in physics and related disciplines; (3) communicate more effectively; (4) correct inequities in the enrollment of women and minorities; (5) and keep track of costs and benefits more effectively. (DDR)

This brochure highlights national policies, successful initiatives, and effective programs administered by the United States Department of Education to improve the lives of women and girls through education, training, and research. There are five sections to the brochure: (1) "Advancing Women and Girls Through Education" including enforcing federal laws that prohibit discrimination, addressing the special needs of women and girls in educational programs, and providing technical assistance to states and local school systems; (2) "Creating an Environment for Success in Education"; (3) "Implementing Goals for a New Era"; (4) "Supporting Education for Women and Girls" including research and dissemination, women's pursuit of higher education, and preparation for nontraditional careers; and (5) "Sharing Resources for Educating Women and Girls." (EH)

A project explored female poverty in Saskatchewan, Canada, and its implications within the framework of Health Canada's Population Health Promotion Model. Data were collected through consultations with 59 women who had experienced poverty, interviews with administrators of agencies and projects that serve poor women, and a literature review. Findings showed that more women lived well below the poverty line than men. Factors that influenced women's poverty were employment, social assistance, and spousal and child support. Female poverty was examined within the context of the nine determinants of health listed in the model. Lower income meant lower social status, loss of control over one's life, and loss of individuality. Children and other women were sources of social support. Women saw employment as a source of increased social status and sense of personal self-worth, but obstacles made it difficult to get and keep work. Stress caused by inadequate housing contributed to physical and psychological illnesses. Poverty affected biology and genetic endowment in prenatal development. Poor women had poorer personal health practices and coping skills. Poverty also affected the children. Health services were difficult to pay for. Several recommendations were made: build health public policy, create supportive environments, strengthen community action, develop personal skills, and reorient health services. (Appendixes include 66 references and instruments.) (YLB)

As part of a series of periodic assessments of campus climate, the San Diego Community College District (SDCCD), in California, conducted a survey of classified staff in November 1995. Questionnaires were mailed to 280 staff members at San Diego City College, San Diego Mesa College, and San Diego Miramar College, soliciting their perceptions of employee morale and relations, administration responsiveness, and other aspects of college climate. Study findings, based on responses from 57% (n=154) of the staff, included the following: (1) 81.3% indicated that they looked forward to going to work; (2) 79.2% thought that there was a positive climate for racial and ethnic diversity, while 72.7% thought that equal opportunities existed for women with respect to recognition, respect, and advancement; (3) approximately one-fifth of the staff indicated that they had occasionally or frequently been discriminated against because of their race/ethnicity or gender; (4) men were more likely than women to report that they had seen sexist, racist, or homophobic graffiti or heard disparaging comments about gays/lesbians; and (5) 67.5% felt that subtle discrimination was dealt with directly and immediately by administrators. Tables showing responses by college are included throughout. Appendixes include the survey instrument and survey responses by gender and ethnicity. (TGI)

This paper describes a study that explored assumptions regarding the role of women in higher education set forth in the Sydney Morning Herald (Australia) in June 1995 by Dame Leonie Kramer, a prominent academic. She contended that "women go a bit limp when things get tough...." The study was based on semistructured interviews with seven women in senior management positions in Australian universities. The interviewees were asked what factors had been important in achieving their present positions; how important mentoring had been; what they perceived the relationship between gender and power to be; whether their gender had been an issue in achievement; if they had experienced personalized criticism; and whether management style was an issue. Overall, there was agreement that academic qualifications were important in reaching senior positions. However, once senior rank had been achieved, these qualifications were less relevant. Demonstrated managerial skills were also seen as necessary. None of the respondents had followed a traditional career path; family and domestic conditions had influenced career decisions. Mentoring was seen as very important, but little relationship was perceived between gender and power. The paper concludes that while "management has a masculine flavor," evidence from the interviews suggests that some women are nevertheless able to pursue and practice other forms of leadership. They have found creative ways to play out agendas in environments which are uncomfortable and constraining. Moreover, all the women interviewed exhibited a very clear sense of purpose and were resolute in their determination to bring about changes in their institution through clearly articulated policies and directions. (Contains 35 references.) (CH)

This paper, which includes a substantial literature review, examines the perceived impact of the academic environment on the personal and professional opportunities of male and female faculty and addresses strategies to promote gender equity in the classroom. Survey data were gathered from a random sample of faculty at a southern postsecondary institution. Factors considered included child care, tuition waivers, opportunity for advancement, faculty development and mentoring, and employment assistance for spouses. The sample ranged in age from 29 to 64; 55.6 percent were male, 90.1 percent were white; most held Ph.D. or Ed.D. degrees; 56.3 percent were full time faculty members; 78 percent were married; and 70 percent had one or more children. Findings revealed that men and women appeared to view structural opportunities within higher education in the same way and to have similar perceptions of what universities should be doing. Of significance were differences between responses for males and females on attitudinal items concerning inequities for the sexes. Women believed they were constrained professionally by the existing informal structure or because of outside responsibilities. Finally, the paper looked at what teacher educators can do to create an androgynous classroom climate. The paper concludes with a self-quiz and suggested classroom strategies that foster androgynous environments, curricula, and institutions. An appendix provides the survey instrument and a table of results. (Contains 31 references.) (ND)

This paper looks at the Teacher Education Equity Project, which was designed to bring gender equity to teacher education. Carried out from 1993 to 1996, the project worked with 61 teachers in 27 states who taught methods courses in mathematics, science, and technology to help them teach their preservice students about gender equity. The project was accomplished via a five-day seminar with eight instructors, large quantities of materials, $750 per participant to carry out a mini-grant project, a listserv, bimonthly newsletters, a three-day follow-up meeting conducted by participants themselves, and a considerable amount of support from project staff. The project has had a multiplier effect. In only one year, the 61 teacher educators taught a total of 5,000 preservice education students about gender equity in mathematics, science, and technology, as well as 5,000 others--colleagues, inservice teachers, and parents. Early results indicate that the percentage of participants whose syllabi mentioned gender equity doubled from 23 to 48 percent, while those whose syllabi specifically targeted gender equity increased sevenfold, from 4 to 27 percent. Pre/post teaching measures indicated that 85 percent of participants changed in a more equitable direction. Other problems remain, however. For example, while students learn about these issues in their methods classes, these perceptions must be reinforced in subject courses, other education courses, and by cooperating teachers. In a survey of 344 mathematics, science, and technology methods teachers at American Association of Colleges for Teacher Education (AACTE) institutions, only 17 percent thought they covered gender equity well, usually when it happened to come up in discussion, and only 15 percent mentioned Title IX to their students. A review of eight best-selling education foundations textbooks revealed little discussion of gender equity. Finally, gender equity is not usually included in state licensing requirements. A list of participants in the Teacher Equity Project is included. (ND)

The Office for Civil Rights (OCR) enforces the laws that prevent discrimination on the basis of race, national origin, sex, disability, and age in America's schools, colleges, and universities. To gauge how the department is fulfilling that mission, a description of the OCR's policy-guidance efforts, complaint investigations, and enforcement activities for Fiscal Year 1995, is provided here. The report focuses on how the OCR is changing and how the office has moved from a reactive to a proactive approach to civil rights enforcement. The office's efforts to resolve complaints of illegal discrimination are described, along with details of how the OCR initiates investigations in serious cases of illegal discrimination, including those involving program admissions. Ways in which the OCR empowers others to prevent illegal discrimination, such as guides that help schools conduct an evaluation of their compliance with legislation, onsite consultations, conference participation, training classes, and workshops, are discussed. An overview of how the OCR has extended its mission and continues to strive to serve populations in need is provided. Three appendices list issues on staffing and budgeting, publications of the OCR, and addresses and telephone numbers of regional OCR offices. (RJM)

The Office for Civil Rights (OCR), in the U.S. Department of Education, is a law enforcement agency. It is charged with enforcing the federal civil rights laws that prohibit discrimination on the basis of race, color, national origin, sex, disability, and age in programs and activities that receive federal financial assistance. These laws are as follows: (1) Title VI of the Civil Rights Act of 1964 (prohibiting race, color, and national origin discrimination); (2) Title IX of the Education Amendments of 1972 (prohibiting sex discrimination); (3) Section 504 of the Rehabilitation Act of 1973 (prohibiting disability discrimination); (4) Age Discrimination Act of 1975 (prohibiting age discrimination); and (5) Title II of the Americans with Disabilities Act of 1990 (prohibiting disability discrimination by public entities, whether or not they receive federal assistance). This brochure briefly describes the application of the laws to educational institutions, students, and employees; the conditions under which the OCR receives discrimination complaints by the public; how the OCR resolves complaints and carries out compliance reviews; the availability of OCR technical assistance; the impact of the civil-rights laws; and the civil rights challenges ahead. (LMI)

A study examined career opportunities for women in social science research careers in the United Kingdom. Data were collected from the following sources: review of literature/data on women in social science research and their career prospects; survey of Economic and Social Research Council research centers and independent research instituted to generate a gender profile of staff in 50 major research organizations; and interviews with 24 female researchers in a range of sectors, disciplines, and organizational positions/career stages. Overall, women were well represented among social science researchers; however, they were disproportionately concentrated in the lower levels of the researcher hierarchy. Representation of women in the individual social science research disciplines varied widely by discipline, with government social research showing a relatively high proportion of women in top positions and the university sector, government economic service, and independent institutes showing relatively low proportions of women in top positions. It was concluded that the difficulty of combining work and family life remains one of the key factors contributing to women's labor market disadvantage in social science research. (Twenty-three tables/figures and 83 references are included. Appended are the following: a list of organizations contacted; a questionnaire; and a draft concordat on contract research.) (MN)

Exposure to industrialization, urbanization, and commercial activities in the past 45 years has improved attitudes towards women in Pakistan, but they are still considered subordinate to men and the property of parents or husband. Traditional social values do not allow women full integration and participation in social and economic activities. Seclusion of women, dictated by religion, is a main reason why females are less educated. Socioeconomic, cultural, and social practices cause various types of communication gaps that hinder education in general, and women's education in particular: communication gaps between teacher and students, between parents and students, between genders, and between traditional and nontraditional environments. After a discussion of each of these, various goals of education are identified and explained: cultural, social, individual, and international. Suggestions for achieving these goals include reshaping the education system to respond to rapidly changing socioeconomic and cultural demands; providing equal education and job opportunities for women; training students to develop a new integrated society through ideological and social uplift programs; emphasizing science and vocational education; reducing the number of students in class; implementing teacher refresher courses; providing financial assistance; improving the status of women; and utilizing distance education. (TD)

In rural Pakistan, agricultural land is owned by men and they use family labor, including women. Women usually transact no cash from cradle to grave. There is no social support for high achievement in their lives. The illiteracy rate among women is very high, especially in rural areas, where only 7.3 percent of women are literate. Poor underachieving women with only basic education show poor linguistic ability, feelings of rejection, emotional insecurity, poor motivation, and difficulty in adjustment and absorption in society. Some studies report girls have a higher level of achievement motivation than boys but lack opportunities. Sindh Rural Women's Uplift Group engaged 10-15 women on a farm, paid them the same salaries as men, and gave them similar jobs to perform. After 2 years, results show that the women's output exceeded the men's, and the life pattern of the women has changed. Initially, men took their salaries, but the women asserted themselves and are now better clothed and want to send their children to school. The men are becoming more considerate. The educational system needs to be reshaped to respond to rapidly changing socioeconomic and cultural demands, with emphasis on equal education, remedial education, and vocational education. Distance education is a useful way to address the facts that women are kept in seclusion within the boundary walls of the home, coeducation is not allowed, educational facilities are limited in rural areas, and free time is limited. (TD)

The education of females is one of the best investments that a country can make in its future, because it enables the country to draw more fully on all of its human resources for national development. In 1981, 26.2% of the population of Pakistan above the age of 10 was literate. The literacy rate was 35.1% for males compared to 16% for females, and ranged from a high of 53.3% for urban men to a low of 7.3% for rural women. The female school enrollment drops sharply after the primary level, and then again after the secondary level. The student dropout rate is linked to the social, cultural, economic, and educational background of the parents. Disparities in educational attainment correspond to other social inequities between urban and rural populations and between men and women. Many rural people want to continue their daughters' education, but it is socially unacceptable for girls to leave their homes for education. Girls are also excluded from apprenticeships in commercial shops, through which boys learn a trade. However, social attitudes are changing, in that educated young men want to marry educated women. Rapid expansion and revitalization of the education system is needed. Improvements are needed in training, planning, management, and promotion of innovation to enable the entire education system to respond to rapidly changing socioeconomic and cultural demands. Other suggestions for improvement include increasing literacy education and job training for women; distributing educational videotape cassettes through the existing commercial video rental infrastructure; increasing computer uses in education; and focusing the educational system on vocational education, especially for females. (TD)

This report describes the programs of 440 organizations that constitute the "First Honor Roll Class" by virtue of having initiated innovative and effective programs and policies to improve the lives of working women. The models described in the report represent a cross-section of the Honor Roll. These programs and initiatives are divided into four categories: improving pay and provide health and pension benefits; promoting a family-friendly workplace; valuing women by preventing discrimination and providing training and career advancement; and having multiple goals. Following an introduction and description of the Honor Roll program, the report is divided into three sections that address the three main areas of concern that the models address. The section on pay and benefits reports that women believed pay and benefits should result in economic security and that improving pay scales and health insurance were two of their top priorities for workplace change. The section on balancing work and family reports that women felt finding affordable child care remained a problem and that paid sick leave, vacation time, and family leave were insufficient to meet family needs. The section on respect and opportunity on the job reports women said they experienced discrimination and wanted more on-the-job training and a greater change for career advancement. Appendix I presents more models in each category. Appendix II lists all members of the "First Honor Roll Class" and Partners for Change. Address, contact name/number, organization type, and program name are provided. (YLB)

In an effort to pare labor and benefits costs, many businesses and government employers have significantly reduced the size of their permanent, full-time work forces in favor of a part-time work force and various types of contingent workers: independent contractors, temporary workers, on-call workers and day laborers, and leased workers. Contingent work arrangements have especially significant implications for today's and tomorrow's midlife and older women. Whether by choice or not, women of all ages are much more likely than men to work in contingent jobs. Contingent workers face lower earnings, fewer benefits and legal rights, truncated career paths, and dimmer prospects for retirement income security. Laws protecting U.S. workers were designed with traditional, full-time employees in mind. Consequently, many contingent workers do not receive the same protection as their full-time counterparts. Because nonemployees can find also find themselves without occupational health and safety protections, civil rights protections, and collective bargaining rights, it is very important that employers not misclassify their employees as independent contractors. Federal labor legislation should be amended to extend the same protections to workers in continency arrangements that are now guaranteed to traditional full-time workers. (Contains 17 references.) (MN)

One Connecticut studied focus groups with middle school girls and surveyed high school students in technology education; a second studied focus groups with high school girls. Middle school girls appeared to enjoy technology education and had confidence, but by high school, sexist behavior and stereotypes in the school culture discourages their continuing course work or choosing technology careers. (SK)

This monograph includes the final report of the International Expert Meeting on the Promotion of Equal Access of Girls and Women to Technical and Vocational Education (TVE) held in Seoul, Republic of Korea, and country discussion papers. The final report is composed of an introduction that proposes that many Member States require special measures to ensure genuine equality of opportunity for males and females; description of the opening ceremony; and "Synthesis of the Country Experience" that highlights patterns that emerged. "Discussion on the Major Issues" separates strategies for future actions into four areas: TVE aspects of general education; TVE and training as preparation for an occupation; TVE as continuing education; and employment and social environment. A "Statement for the Beijing Conference" is followed by a participant list. The 14 country discussion papers submitted by participants describe "Promotion of the Equal Access of Girls and Women to Technical and Vocational Education" in each country. The countries and authors are as follows: Botswana (Marianne Nganunu); Kenya (B. Wanjala Kerre); Australia (Miriam Daley); China (Yu Zu-Guang); India (Arun Mishra and others); Japan (Suzuko Oki); Malaysia (Maimunah Ismail); Republic of Korea (Young-Hwa Kim); Czech Republic (Fratisek Bartak); Germany (Helga Foster, Angelika Puhlmann); Sweden (Nils Friberg, Marianne Lindberg); Turkey (Saban Yildirim); Argentina (Irma C. Briasco); and Brazil (Sonia Ana Leszczynski). Appended is the paper, "Barriers to Participation of Women in Technological Education" (Karen Evans). Some chapters and the paper contain references. (YLB)

Lesbian baiting, the attempt to control women's "unacceptable" behavior by labeling them as lesbians, is the intersection of two forms of oppression--sexism and homophobia. Sexism is the systematic subordination of women, based on the belief in the inherent superiority of men. Sexism has defined the roles that men and women fill in order to maintain male dominance. Lesbian baiting is an effective tool to maintain these roles because homophobia has made "lesbian" a negative, discrediting label. When women engage in activities that have traditionally been seen as masculine, such as outdoor and adventure education, they threaten the power dynamics of sexism. Baiting hurts lesbians because negative attitudes and behaviors toward lesbians are reinforced. Baiting hurts heterosexual women by reinforcing sexist stereotypes. Two examples demonstrate that in adventure and outdoor education, lesbian baiting prevents women from participating in activities that might be enjoyable and beneficial to them and limits the abilities of women's programs and organizations to get funding or other forms of support. "Defending" oneself by asserting one's heterosexuality, trying to appear more "feminine," and not challenging lesbian-baiting rumors are responses that reinforce lesbian baiting. Naming baiting for what it is, eliminating the fear of being labeled lesbian, working against homophobia and sexism in general, and educating oneself about how gender roles limit women are actions that combat lesbian baiting. Includes resources for further reading. Contains 17 references. (TD)

A common assumption in the outdoor field has been that women's development as outdoor leaders has not kept pace with their participation in outdoor adventure activities. A survey about women's employment was mailed to 103 outdoor education programs with an adventure component; 62 responded. The programs served 160,585 participants in 1994, of which 41 percent were female. The programs employed 3,401 staff, of which 45 percent were female. However, women made up only 38 percent of executive staff and 38 percent of governing board members. However, organizations that specifically recruited women did not have higher percentages of women employees. Organizations with an affirmative action hiring policy tended to have higher percentages of women employees overall, but not in the executive category. Among administrators responding to the survey, women had significantly lower salaries than men, and this salary gap was not related to educational level or experience. Female administrators were much more likely than males to have felt discriminated against in the field of outdoor leadership based on their gender. Contains 23 references. (SV)

This document is comprised of California state statutes, federal legislation, and court litigation pertaining to hate speech and the First Amendment. The document provides an overview of California education code sections relating to the regulation of speech; basic principles of the First Amendment; government efforts to regulate hate speech, which have generally been unsuccessful; Supreme Court tests to determine the free speech rights of public employees; court decisions regarding clubs, student activities, and the Equal Access Act; and the legal definitions of a hostile environment and harassment (sexual and racial). (LMI)

The total number of children affected by divorce has more than tripled since 1960, even though the total number of children has declined from the 1970s to the 1980s. In 1988 female-headed households with children and no spouse present constituted 44.7 percent of all families at or below the poverty level. The purpose of this paper is to show that inequitable treatment of women in our legal system, directly affects their children's achievement in school as measured by standardized test scores and other measures. Specific educational studies that have been conducted on children of divorce are described, showing lower mean performance IQ, lower SAT scores, and lower educational attainment. This inequity effects children's chances of fulfilling their potentials. It inhibits the United States from competing globally when children are not properly educated to meet the challenges of the future. Contains 11 references. (JBJ)

African American female college students attending either a predominantly African American or predominantly White coed institution were surveyed about their racial identity levels, sex role attitude levels, and perceptions of racism and sexism in a school-related vignette. There were 95 participants from the predominantly African American midwestern university, and 90 from the predominantly midwestern university A small sample of men was also surveyed. It was expected that women at the predominantly African American school would be more likely to perceive sex bias, while those at the predominantly white school would perceive race bias. The results indicate that women at the white school did perceive more race bias, but those at the African American school perceived both types of bias. Women at the two types of institutions did not differ in levels of feminist attitudes, but those at the predominantly African American school seemed to pay more attention to sexual discrimination. Comparison with the small sample of men shows that women have higher feminism scores and lower immersion (a measure of a pro-African American, anti-white attitude) scores than their male counterparts. Implications and limitations are discussed. (Contains two tables.) (Author/SLD)

This digest consists of two brief articles. The lead article, "The School-to-Work Opportunities Act: An Opportunity To Serve All Students" (Mary Wiberg) tells how the STW Act differs from vocational education by expanding the traditional programs and reflecting the constructivist model of education reform and how STW meets the needs of all students. These challenges to serving all students as well as recommendations are discussed: a steep learning curve for those new to the STW concept; lack of widespread public awareness and understanding about the intent of STW systems; lack of advocacy group involvement in the planning process; major focus on the secondary school level in the development of school-to-work systems; and perceived lack of resources to truly serve all students. The second article, "Models for Serving All Students" (Jenny L. Erwin) describes three models that can provide a framework for serving all students in the STW system: teen parents' flower business at Estrella Mountain High School, Laveen, Arizona; dropout prevention through the Buddy Contract Program in the Sevier County schools, Pigeon Forge, Tennessee; and Annual Voc-Fest in Flagstaff, Arizona. Contact information is provided. Elements in these STW programs that make them successful in serving all students are listed. In the digest, information is presented on 12 STW and equity resources. Addresses of additional resource organizations are provided. (YLB)

The link between increased education for women and decreased fertility has become a central part of development discourse. To explore this relationship, a three-and-a-half-month research project examined the qualitative aspects of why and how education for girls could lead to a change in fertility behavior. Specifically, the report here offers a more rigorous understanding of the role that education plays within the community. Data were collected at the local level, in both rural and urban settings, and included focus group discussions, life histories, and in-depth interviews. Results show that schooling is valued not for the basic skills it provides, but for the jobs that students, and their families, anticipate upon graduation. Decreasing job opportunities contribute to perceptions that the time spent learning to read and write is time better spent at home. Girls, in particular, face inappropriate curriculums, low pass rates, and cultural restrictions, such as pressures to marry around the age of 12 and to work in the home. Parents feared that ideas taught in school clashed with local culture and they worried that their girls might become pregnant due to school association, ironically linking schooling with increased fertility. Contains 14 references. (RJM)

Young women perceive themselves today as equally entitled, active citizens of society. Women's interest in helping to shape politics and society has grown. The German Women's Council, an umbrella organization of about 100 German women's associations, commemorates this year the 100th anniversary of the death of Louise Otto-Peters, the founder of the first General Women's Association in 1865. The demand for equal rights is still very topical 130 years later. Women's legal status has improved slowly. Concrete steps have been the reform of the divorce law, the right to a child-upbringing holiday, and reform of the pension law. The Second Equal Rights Act in force since September 1994, which embodies important improvements for women in work and society, is a substantial advance. In-school and vocational training has become a taken-for-granted part of female life. However, women continue to have disproportionately smaller shares of senior positions in federal authorities. Fewer women are self-employed. They earn less than men and have more part-time positions and a higher unemployment rate. On the other hand, the Maternity Protection Act provides protection for pregnant working women and the Marriage Act reform of 1977 has improved the situation of the nonworking wife through pension equalization. The phrase "poverty is female" is increasingly losing its bite because of better legislation. (YLB)