Holmes said there has been a significant change in attitude in the border states and in the South with local school districts showing "receptivity to resolving problems of racial discrimination."

In contrast, he cited the Ferndale, Mich., school district which has had all federal funds for disadvantaged students pulled for violating HEW civil rights regulations and has appealed the case to the United States Supreme Court.

Mr. LEHMAN. The only thing I want to comment on is that the same things that must happen to the role of the female in the textbooks have happened to the roles of the blacks in textbooks. Nobody said you had to take the black out of the servant class in the textbook and place him in the management class, but it happened. And, I think, without freedom of speech being violated.

I think all you are trying to do here is to make them tell the truth. Mrs. MINK. Thank you, Mr. Chairman.

Mr. HAWKINS. Mr. Lehman, on page 2 of your statement you refer to an opinion poll which shows that 16 percent of the school administrators believe that textbooks are sexually biased education. Would you amplify that statement a little bit, because it seems to be a very, very low percentage. Do you have any comment to make as to that poll, why such a low percentage?

Mr. LEHMAN. What it means is that, of the 17 percent of the school administrators who looked for sexual bias, all but 1 percent found it. Mr. HAWKINS. What do you think the others believe if 16 percent believe textbooks are sexually biased. Would you hazard a guess?

Mr. LEHMAN. I can't tell you what the others believe, except I can make an assumption that they think that the books are OK because women should be librarians and wear aprons and stay home and be grade school teachers.

Mr. HAWKINS. Mrs. Mink.

Mrs. MINK. I wonder if your statement means this: that of those school administrators who agreed that the texbooks were biased against women, that of that group 16 percent had recently reviewed the textbooks. Isn't this really what you are saying? Not that 16 percent of all of the Nation's administrators were polled and found the books were sexually biased, but of the group that said that they were, 16 percent of them had taken the time to actually sit down and look at the textbooks?

Mr. LEHMAN. Yes, I had read it a little too fast and it was stated a little differently than it came out. Nobody bothers to look back and that is part of the problem.

Mrs. MINK. Yes; I think one of the real efforts that can be accomplished by the hearings being held by this committee is to get people to be aware of this problem, which is 90 percent of the struggle, to get the teacher and principal and superintendent to consciously take a look at these books because I feel as you do, that if they would, they couldn't possibly disagree with us and with our contention that the books need to be revised.

Mr. LEHMAN. The same kind of thrust that the civil rights movement had on school textbooks would have to be made by the women's movement to get the same kind of reaction.

Mr. HAWKINS. Is there anyone else working on the problem? It seems to me this is not the first time we discussed textbooks. We keep discussing it and I think it is pretty evident that they are sexually biased, rather extensively so.

Mr. Holmes in effect admits this, but says he is not going to do anything about it, and textbooks are going to be voluntarily corrected by the publishers. I doubt that seriously. It is just a question in my mind as to who is taking the real initiative outside of these women's groups themselves to really correct it. I don't see any great effort within the educational structure. I am a little more pessimistic than you. I don't see a strong effort to correct these things. I think we will be talking about the same things 20 years from now.

Mr. LEHMAN. I think one thing you could do is set up an advisory committee on these kinds of things.

Mr. HAWKINS. Well, may I just say, "Unless Mrs. Mink gets into it."

Mrs. MINK. It is not going to take 20 years.

Mr. LEHMAN. I think this is a step in the right direction. I think what you are doing is going to expedite this.

Mrs. MINK. Mr. Chairman, if you would yield? Once again I think you will recall the leadership that former Chairman Adam Clayton Powell demonstrated in calling hearings of these textbook publishers. He had them come before the full Education and Labor Committee, at which time he confronted them with standard textbooks that only showed the pink rosy faces of white America and said, "Where are the rest of the American children and why are they not depicted, and why don't other children run and play and accomplish things in

the book?"

He was criticized as well as others who supported him on the grounds that we were intruding upon matters that should be left purely to the book writers to discriminate at will, because that is what freedom of speech is all about. Of course, his answer was, "Yes, that is certainly a privilege under the first amendment, but public funds of the taxpayers should not be spent to perpetrate discrimination in any matter," and I think the publishers soon came to their senses. We begun to see almost overnight after that hearing a conversion of books to show at least black men and women and children participating in the functioning of daily American living.

I followed suit, I recall shortly after that, and made my own survey with reference to the other ethnic groups in the country and raised the same fuss with the publishers. So if you will go back, the facts will demonstrate that there was first this decision to include the black children and black men and women in the book and then there was about a 2- or 3-year hiatus after which the new books began showing the variety of faces of all children, Spanish Americans, the orientals, and so forth. It was quite a day for the schoolchildren in Hawaii to finally wake up and see new textbooks where they could identify with someone in the book.

I recall that very, very vividly. It would be my hope that with the passage of H.R. 208 that funds could be set aside for this kind of curriculum development regarding set stereotypes. We can't depend upon the administration to push it through for us or the publishers to do it on a voluntary basis.

Mr. LEHMAN. Will the gentlelady yield? How are girls going to be motivated to read when everything they read about is offensive to them? So even the same point of reading is a thing that is roadblocked by the kind of reading books they have to read from?

Thank you very much and I will continue to join you in your efforts to do something about this.

Mr. HAWKINS. Thank you very much, Mr. Lehman. We appreciate your statement.

The other witnesses have not appeared. The record will be kept open for statements from the Honorable Patricia Schroeder and Honorable Fortney H. Pete Stark, who were scheduled as witnesses this morning but apparently have conflicts in their schedule.

Mrs. MINK. Mr. Chairman, I would also like to include in the record of the congressional witnesses the statement of the Honorable Leonor Sullivan. I ask unanimous consent that her statement be included as well as the statement of our distinguished colleague, Honorable Bella Abzug, of New York.

Mr. HAWKINS. Without objection the two statements from Mrs. Sullivan and Ms. Abzug will be inserted in the record at this point following the testimony of Mr. Lehman, and the other testimony of Mrs. Schroeder and Mr. Stark will be also included.

[The statements referred to follow:]

TESTIMONY OF HON. PATRICIA SCHROEDER, A REPRESENTATIVE IN CONGRESS FROM THE STATE OF COLORADO

Mr. Chairman, I am pleased to have this opportunity to appear before you and your Subcommittee to testify in support of H.R. 208, Rep. Mink's Equity in Education Act.

You have heard from many experts in the field of education who have testified to the myriad ways in which our educational system perpetuates and reinforces sex role stereotyping. Through the use of tradition bound materials, unrealistic counseling, and outdated curricula, girls and boys are taught subtlely but systematically that there are "approved" or "expected" roles for them to assume later in life. In my home state of Colorado, the Governor's Commission on the Status of Women has been particularly concerned with sex stereotyping in textbooks. I am sure their findings would be of great interest to this subcommittee.

I would like to congratulate Rep. Mink for authoring this important piece of legislation. I am certain that enactment of her bill would encourage the development of alternative and realistic educational tools which would benefit us all. It would also help to awaken the educational establishment to the reality that we, as a nation, can no longer afford to waste the female half of our population by giving them a less than equal education.

One need only look at the labor statistics to realise the result of the educational system today. Nine out of ten women work at some time during their lives. The vast majority work out of economic necessity, yet they command on the average 41% less salary than their male contemporaries. Women are concentrated in low income, no-exit jobs which are traditionally plagued with high unemployment. Nationally, 76% of all clerical positions are filled by women, but only 4% of craftsmen are women and only 14% of all managers and administrators are women. In Colorado, women make up 38.4% of the labor force and they too are concentrated in clerical and service worker positions (60%) and excluded from the crafts and management (6.5%). Even more disturbing is the situation of minority women in Colorado: of women of Spanish origin, over 75% work as domestics, clerks or blue collar labor, and only 3.7% hold positions in management or crafts.

One of the most striking examples of this gross imbalance of women in the labor force occurs right in our own backyard. Of those federal employees with a G.S. rating of 13 or above, only 4% are women, whereas 75% of all G.S. 1-6 positions are occupied by women.

The relegation of women to second rate jobs is a direct reflection of how our educational system has failed them, both because it has not adequately prepared them for higher level positions and because it has not encouraged them to seek higher level positions.

Last year in Denver, I met a little girl around 7 years old who told me she would like to live in Russia. I asked her why, and she said that if she lived in Russia she could grow up to be an Astronaut. I asked her if she couldn't do that in the United States, and she said no, here she would have to grow up and be a mommy.

I don't know if anyone told this little girl outright that she couldn't be an astornaut, but I doubt very much that she ever read a story about a woman astronaut, or that she would get much encouragement or support for her goal from guidance counselors, career placement officers or from NASA! It is for this little girl, and for all the children in America who are taught to define their aspirations by their sex rather than by their talents, that we must pass this bill.

TESTIMONY OF HON. FORTNEY H. (PETE) STARK, A REPRESENTATIVE IN CONGRESS FROM THE STATE OF CALIFORNIA

Mr. Chairman, it is difficult to understand why in 1973-half a century after women gained the vote and a quarter century beyond the invention of the television and washing machine, it is necessary to legislate women's equity of any kind. But not only is it necessary, it is essential. We must begin to compensate for the indifference and disdain which have for too long greeted women who aspire to professional posts, advanced degrees, university positions. Equally important we must educate women so that they aspire to academic and career opportunities of all descriptions, rather than those traditionally left over for them. It is not easy to undo what the socialization process has done. There are few of us who don't comment on the role of a male secretary, a telephone repair woman, or a female physicist. It is incredible that the U.S. Senate is an all male institution, and that the House is composed of less than twenty women. We have come to expect that women more often than men have mindless subservient jobs. What follows for some is the belief that women like these jobs, or even that this is all for which they are qualified. Similarly, most women teachers are in elementary schools. This, some would conclude is because women are better with children and men are better with the more sophisticated subjects taught to older students. Our society starts to condition children early in the home. Girls are encouraged to be passive and boys aggressive. In kindergarten and elementary school, teachers encourage sex stereotyping in assigning chores and cultivating “acceptable" male and female roles. Mommy is the housewife and daddy is the breadwinner. Little girls are always sugar and spice, while boys are rugged and tough. This brings us to the Women's Educational Equality Act of 1973. For it isn't enough for some of us who know better to avoid stereotyping our children, or help our women set high educational and professional goals for themselves. Laws must be enacted that will have a broad and immediate impact. The Women's Educational Equity Act, introduced by Congresswoman Mink, is just such a bill. It would authorize grants to educational institutions and other public and private non-profit organizations for research, demonstration and projects to provide equity for women in educational courses and curriculums. This would serve to provoke large numbers of educators and community leaders to initiate programs and curriculums for this purpose which would have a significant impact on large numbers of women.

Let me give you some examples of how critically unequal the conditions have been and continue to be in the area of education. In the 1965-1966 school year, the last for which records are readily available, 17% of all public elementary school teachers were men. But more than 50% of the high school teachers were male as were more than 75% of the higher education teachers for the same year, twice as many men as women who were teaching public high school had a master's degree. Almost twice as many men as women received masters degrees in 1969, and more than six times as many men received Phd's. In the 1968-1969 academic year only 18% of all male university faculty members received less than $10,000 per year, while 55% of the women received that amount. Moreover, the great bulk of university faculty women were and no doubt continue to be, in the social sciences, education, social work, library science, home economics, health, and humanities. Men occupied the great majority of faculty seats in engineering, the physical sciences, the biological sciences, business, commerce, and management. To supplement and update the above figures, I called on some local universities. I learned that at George Washington University in 1972, 25% of the graduate students were women, having inched up from 20% in 1968. This figure includes the

School of Education, the only graduate department with a majority of women, and the School of Arts and Sciences, with 46% women. The medical school female population has risen from 8% in 1968 to 13% in 1972, while the law school enrolled 8% in 1968 and 19% in 1972.

Georgetown University reports that in this year's first year medical school class nearly one out of every four students is a woman. Two years ago the entering class ratio was 1 to 6. Dentistry continues to attract fewer women than medicine. In 1971 the entering class had 3 women out of 135 students. In 1973, 8 women joined a class of 142 men.

From these figures a few things are clear. The number of female elementary school teachers greatly exceeds males. As the grades go up, the proportion of women goes down. Women are not currently attending graduate schools in numbers even beginning to approach their percent of the population. Those who pursue advanced degrees do it most often in the social sciences, home economics and education, rather than the sciences or business related subjects. Furthermore, faculty members are largely male. And the few female faculty members are paid less than their male counterparts.

These facts indicate to me that the Women's Educational Equity Act of 1973 is a must. They tell me too that even more must be done. Congress must innovate in other ways to bring these goals about more quickly. It should consider, for example, making more fellowships and grants available for woman students and women's studies. The government should have a team of skilled educators available to help institutions reduce and eliminate sex stereotyping and role-teaching. Texts showing women in various roles and professions should be widely circulated and made easily available.

Congress should use its influence to insure that all aspects of vocational training including auto mechanics and carpentry-are opened to women. Information on congressionnal efforts and office of education programs to achieve educational equity should be easily available from the office of education.

These efforts should receive sincere commitments from all members of Congress and all government agencies. It is necessary for us to match our words of equality with actions.

STATEMENT OF HON. LEONOR K. SULLIVAN, A REPRESENTATIVE IN CONGRESS

FROM THE STATE OF MISSOURI

Mr. Chairman, I fully support the purposes expressed in the Women's Educational Equity Act, H.R. 208. Equal rights for women, like all other human rights, must be enforced through vigilance and care. Equal employment opportunities and equal pay for equal work are but one constituent of actual equality. This bill should hasten a change in attitude on the part of both sexes as to the responsibility of women in today's world. It must be recognized that having the same intellectual ability as men, women have the same duty to contribute to human progress. Much of our present thinking results from attitudes that were valid decades ago, but which are individious and unacceptable now. We must particularly examine educational attitudes at all levels, hitherto unquestioned and taken on faith, affecting the role of women in society, and we must make sure that these attitudes keep up with the best and foremost of our thinking today. I am certain that these hearings will contribute to this end.

Mrs. MINK. I further ask that all other members' statements that should be received before this record is closed for today be inserted in this record of September 12 together with our other distinguished colleagues.

Mr. HAWKINS. It is without objection so ordered.

That being the only other business before the committee this morning, the hearing stands adjourned.

[Whereupon, at 10:40 a.m. the subcommittee adjourned, to reconvene at the call of the Chair.]

STATEMENT OF HON. CARDISS COLLINS, A REPRESENTATIVE IN CONGRESS FROM THE STATE OF ILLINOIS

Sexual stereotyping is one of the most pervasive aspects of American society. In the home and the media it is impressed upon the public that men are leaders, workers, planners and administrators, while women are homemakers, servitors, objects d'art, and generally ineffectual.