-12 Postsecondary Education 1. Make special recruitment efforts directed at high school girls for nonfemale intensive schools and departments and particularly technical institutions. 2. Establish or extend remediation and tutorial programs in mathematics and science at all colleges and universities to enable young women to overcome the effects of past sex role stereotyping which tended to program girls out of prerequisite high school courses. 3. Encourage and support women's participation in work-study programs, particularly in non-traditional areas, in order to promote financial independence. 4. Develop and carry out plans to encourage women to compete for fellowships and research assistantships in graduate school. 5. Encourage and support the nomination of women to fellowships by professors. 6. Establish methods to complete degrees while studying part time. 7. Devise special programmatic efforts to provide women with the opportunity to interact with non-stereotypic role models in workshops and seminars. 8. Provide inclusive gynecological health care. 9. Provide day care centers separately or in conjunction with the community. Research 1. Develop a longitudinal program of research to collect data from high school students periodically and to follow up some of the cohorts. The data collection should be by sex/by race and should develop specific questions which would allow for analysis of trends and changes in treatment of students, plans and aspirations. 2. Devise new and simpler ways of translating and accepting credit from other institutions so that women, who are presently disproportionately the people who follow spouses, do not lose credit for previous postsecondary experience. 3. Revise career guidance materials such as the Occupational Handbook, Encyclopedia of Careers and Vocational Guidance Quarterly as well as other panphlets and booklets so that illustrations portray women and minorities in all occupations commensurate with the presence of these groups in the population, depicting what should be rather than what is. 4. Develop and recommend methods and standards for crediting women for life experience. C. EMPLOYMENT OF PROFESSIONAL PERSONNEL IN EDUCATION Federal Policy 1. Require postsecondary institutions to assume responsibility to establish specific performance criteria for the hiring and promotion of faculty by -13 their component schools and departments. Unique qualities should be required to be spelled out prior to start of candidates search. All departments of colleges or universities should be required to adhere to these policies. 2. Undertake full-scale collection and analysis of precise data on: a. Elementary and secondary schools to determine if an "industry wide" pattern of discrimination exists on the hiring of school principals, administrators, and superintendents. If confirmed, take action to overcome the discrimination. b. How postsecondary institutions establish specific performance criteria for hiring, promotion, and tenure of faculty in their component schools and departments, i.e., are unique requirements and qualities spelled out in performance criteria prior to start of candidate search; do all schools and departments adhere to these written criteria? c. Salary differentials between women and men teachers at all educational levels including extra-curricular supplements, credit for prior experience, summer school and part time. Date should be gathered by racial/ ethnic group/by sex/by age/by type of school district/by type of postsecondary institution. d. Distribution of women and men on faculties by degree and by years of experience at present or other institutions to identify women who are qualified for promotion but who have remained in the same rank for longer periods of time than men with similar qualifications. e. Life insurance and health benefits differences in coverage provided women and men employed by educational institutions and, at the elementary and secondary level, differences in the array of retirement programs. f. The professional status, by sex/by race, of the teachers in the expanding and important special fields of pre-kindergarten, continuing education, adult education and vocational education (at secondary, postsecondary and adult educational levels) as it affects the employment and treatment of women. g. Effect on women of the projected decrease in numbers of teachers that will be needed in the foreseeable future and the interface of that projection with regional and state employment patterns; e.i., comparing the South, where women are employed in greater numbers as educators than elsewhere, with other regions. h. Trends in: (1) Number of women and men employed as elementary, junior and senior (2) Number of women and men certified at the present time for appoint- (3) Increase or decrease in numbers of women seeking school superintendency. -14 (4) Characteristics of elementary and secondary teachers by Institutional Policy 1. Make major effort to equalize salaries in every job category. This should be accomplished by establishing salary levels and criteria by which they are determined; justification in writing; credit for socially valued but not necessarily adacemically related experience (military service/childbearing and rearing); establishment of similar pay scales for similar extra curricular duties. 2. Standardize and publicize all actual, proposed and probable job vacancies for the next academic year well in advance of deadline for filing. Job opportunities for teaching summer school should be equally well publicized (memo in paycheck was suggested as a simple in-house solution). 3. Establish proportional equal salary, fringe benefits, sabbaticals, and support for research for part-time faculty together with consideration for tenure on the same basis as full-time faculty. 4. Consider, in making institutional promotion decisions, the distribution of women and men on faculties by degree and by years of experience, whether or not that experience was gained at the institution that presently employs them. 5. Make tenure and fringe benefits equitable by: a. Extending by one year for pregnancy (up to two pregnancies) the time period allowed before decisions on tenure are made. b. Establishing reinstatement rights for up to two years after birth of child with no loss of seniority or other emoluments. c. Extending these rights to fathers who wish to undertake full time child care responsibilities. 6. Develop child care centers for faculty and students either independently or in active participation with the community. 7. Upgrade traditionally female intensive departments so that the percentage of high ranking faculty is the same as in other departments. Research 1. Investigate and analyze negative effects, if any, on women in elementary, secondary, and postsecondary education of the following practices: a. the "old boy" system of referral b. discriminatory practices of hiring agents c. relevance of criteria used for hiring and promotion d. extent and impact of anti-nepotism rules, written or unwritten e. validity of belief that women lack interest in administrative positions f. benefits or handicaps to women applicants when school superintendents are elected or appointed g. validity of coaching experience as a criterion for promotion to administrative positions h. use of the Ph.D. as a screening devise used disproportionately against women -15 2. Study women in education concerning: a. how decisions are made, what influences decisions, interest in promotion, movement in and out of the labor market b. women administrators at postsecondary institutions and their opportunities for advancement c. employment patterns of women of minority groups in educational institutions at every level d. concentration of minority women in "miscellaneous and otherwise unclassified" specialties in postsecondary education e. changing attitudes, life, and career patterns of teachers. (This step is essential to strengthen women's perception of the acceptability and availability of changing roles and to assist men who make hiring and promotion decisions to broaden their perceptions of women's role.) f. life patterns of women who cut short graduate studies compared with those who complete them to determine whether differences exist in socioeconomic and/or attitudinal characteristics. 3. Identify and analyze changes, if they exist, in women's attitudes toward other women. 4. Analyze and develop remediation for the following fact: the higher the grade level to which a teacher is assigned, the lower the percentage of women teachers. 1. -16 NOTES Women's Educational Equity Act, Public Law 93-380, 93rd Congress, 3. Hearings before the Subcommittee on Equal Opportunities of the Committee on Education and Labor, House of Representatives 93rd Congress, First Session, H. R. 208, July 25, 26; September 12, 13. See, for example, pps. 88, 279, 280. 4. Mildred Bulpitt and Johanna Prather, Norma Raffel, Mary Ellen Verheyden Hilliard. 5. 6. 7. 8. Letter from Dr. William Pierce, Acting U.S. Commissioner of Education to Dr. Bernice Sandler, Chair, National Advisory Council on Women's Educational Programs, dated September 10, 1976. Office of the Secretary, HEW; Kathryn M. Doolin, B. Ann Kleindienst, Sharon Rose; Office of Education: Joan E. Duval, Kathryn G. Heath, Carol J.H. Smith; National Institute of Education: Jean Lipman-Blumen, Mary Lou Randour, Corinne Rieder, Sarita G. Schotta; Office for Civil Rights: Mary M. Lepper; National Center for Educational Statistics: Diane P. Gerler, Shirley A. Radcliffe, Edith M. Huddleston. Sex Discrimination in Education: A Study of Employment Practices Affecting Professional Fersonnel awarded to Roslyn D. Kane, Arlington, Virginia. Sex Discrimination in Education: Access to Postseco. Mary Education and Sex Discrimination in Guidance and Counseling were both awarded to Higher Education Research Institute, Los Angeles, California. For the Employment Project: Stanlery Kruger, Mary Ann Milsap, Edward Monney, Sarita Schotta, Claudine Schweber Koren: for Access to Postsccondary Education: Doris Robert Miller, Helen O'Leary, Carol Smith; for Guidance and Counseling: Jessie Bernard, Joan Duval, William Fetters, Mary Ellen Flynn, Florence Perman. |