school district, by dictum, 'counseling,' persuasion or lack of alternatives, requires girls to enroll in hairdressing (minority girls only), cooking and sewing classes. Boys are similarly placed in auto mechanics, woodshop, repair, and construction courses." The report goes on to state that an educational consultant testified in Federal court that Waco homemaking courses appeared to be training minority girls to be maids and waitresses.

This is still another example of assigning a place in the world on the basis of sex or race.

Discriminatory or outmoded tests should not be used to steer students toward specific occupations either.

For some time, I was interested in the Strong vocational test which I first learned about from a young high school neighbor (male): "You know, Mrs. Fraser," he said, "you ought to do something about this test they give kids they don't think are going on to college. The girls take a test that's on pink paper and the boys one on blue."

Upon investigation, I learned that the two tests were being redone; the pink and blue tests were being combined, outdated items dropped, and the new test put on a neutral white paper. Psychologists and counselors urged me not to be too rough on the Strong test because "It's one of the best we've got. If you take this away, worse tests will be used."

The Strong test, even on white paper, does not test skills. It takes attitudes and personality traits of people in existing occupations and matches them with the child being tested. If the profiles match—if the child has matching attitudes and personality traits, then apparently that child would be appropriate for that occupation. In other words, the test perpetuates the status quo.

Under the bill, we would hope that development of nonsexist vocational aptitude tests would be a very high priority. This is, apparently, a very expensive process which no private group is willing to undertake while they have a moneymaker on their shelves. Meanwhile, kids are steered by counselors into various occupations or courses using these tests.

And we would hope there could be more information and training including retraining for guidance counselors so that sex stereotyping in vocational and career education will stop. And, I might add, it would be helpful if we figured out ways to quit labeling vocational education as second-class education. The world needs trained technicians-male and female. In my own State of Minnesota, I am told, our post-high school vocational-technical schools are filling up with college graduates looking for a skill with which to find a job.

Developing skills with which to find a job is a problem for all students-women and men alike. And schools of all kinds must develop new attitudes about the world of work, new programs, new ways of training people, and new ideas about the kinds of work people can do. Section 4 (c) (15) of this bill calls for "training, educational, and employment program grants for unemployed and underemployed women." Women who leave the labor force to raise a family do need training and retraining to develop new skills or brush up on old ones. There are small programs of this kind but not nearly the number or variety needed.

Also, we must start bringing workers of all kinds into the schools. Children-young and older-need to learn more about the world of work, and too often that world is utterly foreign, especially to the suburban child. In doing this, women in nontraditional occupations should be encouraged to come into the schools to talk about their jobs. As indicated earlier by the St. Paul teacher, pictures of women workers are needed as well as solid information about a variety of occupations.

Next in my statement is sports and physical education, but I will skip over that. It will be in my statement.

WOMEN IN ADMINISTRATIVE POSITIONS IN SCHOOLS

Our WEAL group in Minnesota has been challenging local school districts over the number of women in administrative positions.

The Minneapolis Tribune, of Wednesday, June 27, 1973, says: Joyce Jackson became a member of a select group-female secondary school administrators-when she was named principal of Central High School.

She is one of three women in the Minneapolis School District to be an administrator of secondary schools. Betty Jo Webb is an assistant principal at Ramsey Junior High. Rachel Leonard was named Tuesday to be assistant principal of Olson Junior High.

Last month, the Minnesota Division of the Women's Equity Action League (WEAL) accused 31 metropolitan school districts of sex discrimination in the employment of high school administrators.

At that time, Minneapolis had one woman administrator, and the only other district to have any women in secondary administration jobs was North St. Paul-Maplewood, which has an assistant principal.

A study by Clifford Hooker, professor of educational administration at the University of Minnesota, showed that of 2,632 Minnesota school administrators, 202 were women, and most of them are elementary school principals. His study earlier this year showed there were no women school superintendents.

Mrs. Jackson, named to the Central High School post earlier this month, said, "Only in recent years have women been encouraged to go into administration. Secondary school administration has not been perceived as a role for women."

Ms. Jackson is unusual, as the story indicates, but the situation is not. Minnesota's situation is typical. Men are the executives in schools, women are the teacher and the kids get the message.

This has got to change. We need men teachers and women executives; we need to show the kids, not just tell them, that sex-assignment is wrong.

This means, however, that our colleges of education all over this country are going to have to change. It may mean we will need seminars and short courses in school management for teachers so they can move into administrative positions, if they like. And maybe we should even send administrators into the classrooms occasionally to tell the kids how it is to run a big operaiton and to let the administration learn how kids really act in a classroom.

The goal of education should be to give individuals skills and information so they can make choices about their lives; schools ought to be helping individuals develop their full potential; each child ought to have equal educational opportunities in our public school system. Some may argue that Title IX is enough, that prohibiting discrimination will end discrimination.

WEAL argues that this legislation-the Women's Education Equity Act-is an affirmative action plan with money to make it work. It is

positive legislation aimed at changing old habits and instituting new ideas, materials, and ways of doing things.

If Title IX is enforced and this legislation passed and financed eventually we should have equality of opportunity between the sexes and we would no longer need this legislation.

When all children come out of school self-confident, self-sufficient and self-supporting then this legislation can self-destruct.

Thank you.

Senator MONDALE. Thank you very much for a most useful statement. Could you tell us a little bit about WEAL, describe the group's efforts.

MS. FRASER. Certainly. We are the group that started by filing sex discrimination charges against colleges and universities under Executive Order 11246.

Senator MONDALE. Is it a national organization?

Mr. FRAZER. It is a national organization, a national membership organization, and we are beginning to organize chapters in States, and we have about 15 to 20 States organized.

Senator MONDALE. How long has it been in existence?

MS. FRASER. Since 1968. We are the group that went after Phi Delta Kappa, an education organization which excludes women. We filed charges, and I think probably that is why they put out the recent issue of their magazine referred to by Dr. Howe-the issue on sex-discrimination in education. We filed charges of sex discrimination and stated that they should not be allowed to exist on public campuses if they were for men only.

Senator MONDALE. Do you bring lawsuits?

MS. FRASER. Well, if we have enough money or can find volunteer lawyers. We are starting a legal defense fund.

Senator MONDALE. This bill is primarily educational, money for curriculum development, seminars, research, et cetera. Is that going to be enough or does this fit in the context of what

MS. FRASER. No, I think this is why WEAL is interested in elementary and secondary education as well as higher education, because our schools are local, I mean are essentially local and State run. I think a combination of activity and publicity by women's groups, and going after local school boards and getting actually more emphasis on school boards, plus Government action and money will do it. I have no illusions that it is going to be my grandchildren probably who will benefit from this.

Senator MONDALE. We had hearings here for several years on Indian education. It always amazed me that although the Bureau of Indian Affairs has been around for 130 years, it was supposed to be doing exactly what you were talking about. We went all over the country and you could rarely find a text book about Indians. The only series had been written in the 1930's. The Indians hated it because it was not written by Indians and was not sensitive to their culture.

Ms. FRASER. I do not understand why the text books are like this. The text books for white kids are two generations behind. It is still "Dick and Jane" and rural oriented.

Senator MONDALE. I cannot understand it. You need a program like this, so you have the resources, and I think that is where the fight begins, to make sure it is spent wisely and

MS. FRASER. If you give us the money, we will make sure it is spent wisely and resourcefully.

Senator MONDALE. Knowing you, I cannot take that threat lightly. Thank you very, very much.

MS. FRASER. Thank you.

Senator MONDALE. Our next witness is Shirley M. Clark, acting assistant vice president for academic administration, University of Minnesota and Joan Aldous, professor of sociology and chairwoman, Council for University Women's Progress, University of Minnesota. Please proceed.

STATEMENT OF SHIRLEY M. CLARK, ACTING ASSISTANT VICE PRESIDENT FOR ACADEMIC ADMINISTRATION, UNIVERSITY OF MINNESOTA; AND JOAN ALDOUS, PROFESSOR OF SOCIOLOGY AND CHAIRWOMAN, COUNCIL FOR UNIVERSITY WOMEN'S PROGRESS, UNIVERSITY OF MINNESOTA

MS. CLARK. Thank you. We are very pleased to be here, Senator Mondale, and friends.

I am here today to register my emphatic agreement with section 2(a) of the proposed "Women's Educational Equity Act of 1973” *** "that present educational programs in the United States are inequitable as they relate to women of all cultural and ethnic groups and limit their full participation in American society." The amount and extent of discrimination against women in the education enterprise has only begun to be discovered, documented and corrected.

It is my understanding that the goal of providing educational equity for American women shall be reached through Federal encouragement and fiscal support of special educational programs and activities which are detailed in section 4 (c).

A national consciousness-raising concerning women's status and roles should be stimulated by this legislation and resources would be marshaled to illuminate and redress the inequities and inferior aspects of sexist educational programs.

If such an act can serve as complement to strong affirmative action programs under the Federal contract compliance regulations, the potential for achieving enormous change in the areas of equal educational and equal employment opportunities for women will be realized. Denial of equal educational opportunity and denial of equal employment opportunity are the beginning and the end of the same circle.

How to make the new and amended legislation work is a problem of great concern to the groups affected. Categorical grant programs such as this act provide for the application of Federal resources to problems which are national in scope. Whatever our sex, race, religion, or region, no social institution holds us as long in its organized group or is as influential on our ability to choose work careers, as education.

At this point I would like to speak to the significance of the act and comment as a sociologist of education, which is my academic area of specialization, on conditions unfavorable to the full growth and development of women within the institution of the public schools, including higher education.

Much of what I am going to say is supportive of what Mr. Howe and Ms. Fraser have said. I hope this will not be unduly burdensome. Senator MONDALE. That is fine.

Ms. CLARK. Elementary schools present a facade of equal education for boys and girls: Classes are coeducational and the formal curriculum appears to be the same for both sexes. In fact, under an ideology of treating all children alike, boys and girls may be treated differently in preparation for social roles which they will assume in a sexist society. In the past few years, numerous studies have descriptively detailed sex-stereotyping in elementary school readers: Boys and men are overwhelmingly the central characters and they are actively mastering their environment. Girls are more often portrayed in passive and dependent roles even in the mathematics and science books which might be expected to be neutral with respect to sex role assignment. Traditional sex roles are also reinforced by the authority structure of the school. The majority of elementary teachers are women-85 percent-while the majority of elementary pricipals are men-79 percent. I believe it is the case that women have lost ground in public schools in administrative positions in recent years.

Observation of which sex is in which position in a school is important "incidental" learning for children suggestive of the differential status of men and women in our society. We have not lacked for concern over what happens to little boys in the "feminine" atmosphere of the elementary school, but there has been insufficient attention to the effects on girls of expectations that they be docile, conforming, obedient.

Could these sex-typed expectations be causual to observations that girls possess limited vocational aspirations, are conflicted about achievement, and feel inadequate in pursuing scientific and mathematical interests? The weight and scope of evidence is more than persuasive that elementary school education is sexist for girls and boys indeed.

At the high school level we find much the same situation. The texts and library materials used in the secondary schools show the same patterns of underrepresentation of women figures, representation in limited stereotyped roles as wives, mothers, teachers, et cetera, such "female" traits as docility, dependence, passivity, as curricular materials in elementary schools show.

In the secondary school, women teachers are no longer the majority they were prior to the 1930's, and only 2 percent of the high school principals are women. By the way, women do a little better in assistant principal roles in elementary and secondary schools, but they are still in the minority.

In addition to sex bias in the curriculum and in the administrative structure, there are sometimes found glaring inequities in girls' physical education and interscholastic athletic program budgets.

Such inequities, while significant, are transcended by inequities in vocational and technical educational programs. It could be argued that it is ridiculous to confine girls' homemaking training to cooking and sewing when they will surely need carpentry, automechanics and elec tronics skills as minimal adult coping skills.

Nonvocational homemaking courses received a large portion of federal funds for home economics until very recently; young women in