Sex-Equity Legislation in Education: The State as Promoter of Women’s Rights

Abstract

This study examines core federal legislation addressing gender inequalities in education (Title IX of the Educational Amendments Act of 1972, the Women's Educational Equity Act [WEEA], and several vocational education acts). It discusses the objectives of these laws and assesses the influence of this legislation on six elements of the educational system, ranging from educational access to the presence of women in administrative positions. The evidence indicates that women made significant gains in access to educational institutions as students rather than as educational administrators or university professors. Field of study choices still reflect unequal gender distributions; curriculum content and teacher training have been mildly affected. While it is difficult to isolate impacts of legislation from those of parallel social forces over a period of 20 years, shortcomings common to each of these equityfocused laws, such as their limited funding, weak enforcement, and reliance on voluntary efforts by educational institutions, have hindered the achievement of dramatic shifts toward the anticipated goals. As a key mediator between women's demands and the practices of educational institutions, the federal government has played a reluctant and primarily symbolic role in efforts to attain gender equity. The study concludes with an identification of the types of studies, along with their methodologies and research designs, that remain to be conducted to further explicate the role of the State in gender structuring and sexual politics.

Gender Differences in the Education and Employment of Young Adults

“…It is, therefore, the schools that have the primary responsibility to address and eliminate gender disparities and sexual inequality. Yet, to use schools solely to accomplish the goal of reducing gender disparities is somewhat problematic, given that school policies and practices have been cited as initiating and rein- forcing these disparities (Stromquist, 1993). Schools both draw from and shape societal values.…”

“…These findings relate primarily to teachers' communication in the classroom, but other forms of differential and discriminatory practices, just as powerful, although perhaps more subtle, are exhibited through sex role stereotyping in curricular and instructional materials that exert a significant influence on girls and boys (Kaplan, 1988;National Coalition of Advocates for Students, 1985;Stromquist, 1993;Wellesley College Center for Research on Women, 1992). Evidence suggests that adolescent women are particularly vulnerable to peer pressure that encourages social success at the expense of academic performance (Salend, 1994;Wellesley College Center for Research on Women, 1992).…”

“…This tracking system, which has documented the overrepresentation of low-income, minority, and female students in low-paying careers, has been at least partly responsible for decades of specific legislative initiatives to reverse the trend (National Coalition of Advocates for Students, 1985;Stromquist, 1993;Wellesley College Center for Research on Women, 1992). Despite efforts to reduce segregation in some coursework and programs, however, vocational education remains overwhelmingly segregated by sex, with females clustered in those programs that prepare them for the lowest paying jobs.…”

Researching the Margins: Feminist Critical Policy Analysis

“…The women's movement and the research on sexism in schooling have supported some policy activity in the last quarter of the 20th century, especially Title IX (Stromquist, 1993(Stromquist, , 1997a. Title IX's lack of incentives, training, or enforcement mechanisms signaled that it was only token legislation.…”

Towards Social Justice in Institutions of Higher Learning: Addressing Gender Inequality in Science & Technology through Capability Approach

“…The capability approach has enormous potential for addressing feminist concerns and questions related to health, voting power, political power, domestic violence, education and women's social status (Robeyns 2003;Alkire 2005). Feminist concerns and activism have played a role in expanding the capabilities of women vis-à-vis higher education (Rosenberg 1993;Stromquist 1993). Robeyns considered capabilities as real opportunities and selected a list of relevant capabilities.…”