Let Them Aspire! A Plea and Proposal for Equality of Opportunity for

DOCUMENT RESUME

ED 092 416

SO 007 316

AUTHOR

Federbush, Marcia

TITLE

Let Them Aspire! A Plea and Proposal for Equality of

Opportunity for Males and Females in the Ann Arbor

Public Schools. Fourth Edition.

INSTITUTION

Committee to Eliminate Sex Discrimination in the

Public Schools, Ann Arbor, Mich.; KNOW, Inc.,

Pittsburgh, Pa.

PUB DATE

Vov 73

NOTE

92p.; Exhibits from copyrighted sources have been

removed to conform with copyright laws

AVAILABLE FROM

KNOW, Inc., Box 86031, Pittsburgh, Penn. 15221 ($2.50

plus $0.30 postage and handling)

EDRS PRICE

MF -$0.75 HC -$4.20 PLUS POSTAGE

DESCRIPTORS

Coeducation; Discriminatory Attitudes (Social);

Educationally Disadvantaged; *Nondiscriminatory

Education; Public Schools; School Administration;

*School Policy; Self Concept; *Sex Discrimination;

*Social Action; Social Discrimination; Student Needs;

Textbook Bias; Vocational Education; Womens

Athletics; *Womens Education

ABSTRACT

The report compiled by the Committee to Eliminate Sex

Discrimination in the Public Schools, Ann Arbor, Michigan, for their

Board of Education, points out the areas of school life in which

females are not given the chance or the encouragement to aspire to

competence. Four areas of particular disadvantage are stereotyping in

books, athletic programs, industrial arts and home economics

programs, and administrative policy, which entails hiring female

principals and designing buildings with facilities for both sexes.

Discussion of these concerns is illustrated by exhibits from

textbooks, memos, statements of policy, letters, and bibliographies

of alternative literature emphasizing women. A list of 43 specific

problems within those four areas, summarizing the content of the

report and giving suggestions for solutions, is keyed to the

discussion and exhibits for easy reference. This edition of the

report includes sections on problems that have been ameliorated but

which are maintained with the hope of aiding other school systems and

action groups.

(JH)

US DEPARTMENT OF HEALTH,

EDUCATION & WELFARE

NATIONAL INSTITUTE OF

EDUCATION

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CONTENTS

No.

Title

Page

No.

Title

Page

Preface

24)

Extra-Curricular Activities with

Introduction 1

Credit; Scholarships

Mathematics Books

25)

Removing Junior High School Gym

Elementary Reading Books

4 Teachers

History Books

26)

Junior High School Required Gym .

Other Books

27) Bathing Caps

5) Elementary School Practices

28)

Culminating Day

(or Malpractices)

. 7

29)

Gentlemen First

6) Street Patrols 8

30) Football

7) Elementary Athletics and Physical

31)

Male Coaches for Female (and Male)

Education

8 Teams

8) Encouragement for Competence.

32)

Wednesday Use of Gyms

3-1

9) Removing Sexual Stereotypes . . . 11

33)

Policy Regarding Athletics, ..

.. ..

Emphasis on Family Cooperation

34)

Family Living

in Future Curriculum Guides. . 12

35) Sex Education

11) Bachelor Cooking Versus Cooking

36) Undue Familiarity Rule

for the Family

12 37) Recognition of Si.igle Parent and

12) Sex Prerequisites 13

Non-Conforming Households

13)

Clothing 13

38) Pregnant Students

14)

Separate but Equal

39)

Child-Care Centers (Preschool). .

15)

Protective Counseling

14 40)

Women Administrators (and High

16) Unjustifiable Excuses for Omit-

School Teachers)

ting Girls 15

41) Women's Studies, Etc.

17)

Biased Teachers

42) In-Service Training

. 41

18) Practical Nursing

16 43) Ombudswoman

19)

Home Building

44)

Discrimination against Primary

20)

New Building Design

School Boys

Foreward to the Athletic Section. .18

45)

Discrimination against Ethnic and

21) The Athletic Program 24

Racial Minority Female Students...

22) Coaches

46)

Adult Education

23) Athletic Budget

27 47) Postscript

Exhibits I - XXVIII .E1 - E48

Summary. Si - S10

Conclusions and Recommendations

for Immediate Action

Final Page

Copies

of this report may be obtained for $2. 50 from

KNOW, INC. ,

Box 86031, Pittsburgh, Penn. 15221

An Action Proposal to Eliminate Sex Discrimination in the Ann Arbor Public Schools

can also be obtained from this source (5U for first edition; 75d for second edition).

January, 1973

Since we began our investigation of sex discrimination in the Ann Arbor

Public Schools, several dramatic changes have taken place in our school system,

many as a direct result of our findings:

Our past Superintendent, W. Scott Westerman, publicly issued a statement

that sex discrimination would end in the Ann Arbor schools, and that sex prerequi-

sites for courses were to be eliminated.

Our new Superintendent, R. Bruce

McPherson, as his predecessor, has been committed to the task of ridding the

school system of "institutional sexism."

Ann Arbor now has nine elementary school principals and one middle school

principal and two upper school vice principals who are women.

There are still no

high school female principals, and the number of women at higher administrative

levels has not increased, despite the fact that numerous vacancies have occurred.

Women students have been accepted into home building and industrial arts

courses heretofore closed to them, and men students are happily taking sewing and

other home economics classes.

In April, 1972, the Board of Education passed An Action Proposal to Eliminate

Sex Discrimination in the Ann Arbor Public Schools, which was based on Let Them

Aspires and formulated by The Committee to Eliminate Sex Discrimination in the

Public Schools and The Discrimination in Education Committee of The National Or-

ganization for Women (Ann Arbor Chapter). This proposal essentially divided the

task among a number of administrators each tackling simultaneously a specific

area of concern.

It was found, in assembling the proposal, that we could not arrange

the problems in order of priority, as we had been requested to do, because when a

number of people are being hurt in different ways it is impossible to arrange the

hurts in hierarchical order.

As a result of this proposal's passage, we now have a Human Relations

Specialist in Charge of Sex Discrimination (an Ombudswoman), and each school

must devote one in-service training day to sex discrimination.

We are indeed grateful to have administrators who have kept their eyes and

ears open to the evidences of sex discrimination at all levels of the public school

system, and who are willing to make many of the changes we request. Unfortunately,

it will be a slow process, and citizens in Ann Arbor as elsewhere will have to keep

pressuring for equality of opportunity for males and females in all areas of school

life.

With the recent passage of Title IX, which essentially forbids sex discrimina-

tion in publicly funded schools, and of the Equal Employment Opportunity Act of

1972, which prohibits discrimination against employees on account of sex, school

systems really have no choice but to seek to attain truly equal (or maximal) oppor-

tunity for all members of the school community. This should, in the long run, reap

lasting rewards for members of both sexes and for society in general.

In this third edition, we have added a number of new sections, such as one

dealing with discrimination against minority female students, but we have not re-

moved older ones which have since been somewhat remedied. This has been done

intentionally, in order to provide school systems elsewhere with an indication of

the variety of areas in which they may be discriminating sexually, and with a model

for suggested methods of change. We sincerely hope this report will help school

systems throughout the country to recognize and to solve their problems of sex

discrimination, including those in athletics.

preface

I would ask schools to refocus their thinking and

1.,b1111 new priorities. They mt. t give all students

an awareness of their own potential, a sense of dignity

and pride in their jobs, and the confidence that with

hard work they can move upward.

As things stand now, boys get a better break than

girls. A girl who is not college-bound is offered Tittle

choice in vocational training during her high school

years. She may take home economics, but the skills

taught are generally those that will be useful when she

has her own home. Thus, unless occupational possibili-

ties are emphasized, training in home economics is

likely to make a girl dependent, not independent.

Home economics teachers must explore the voca-

tional opportunitie.i offered by their subject. A girl

who learns to make skirts and aprons has a home-

making skill; a girl who learns to make slipcovers has

a marketable skill. Similarly, the student who learns

to cook oatmeal may find that useful when she has a

small child who will eat it. The girl who can prepare

and serve party food, on the other hand, may be able to

work as a caterer.

Most high school girls may take secretarial training,

but not every girl wants to be a secretary. If that is

the only vocational training available, a girl may feel

trapped. Unable to go to college and uninterested in

office work, she may marry the first man who pro-

poses, feeling that her life offers no interesting career

choices. Schools should not be content to turn out

graduates with such limited horizons. They have an

obligation to open up a variety of interesting voca-

tional opportunities to girls unable to go to college.

Self-d ;seovery, of course, does not take place under

teachers who think in stereotyped terms. For that rea-

son, all teachers need to test themselves

occasionally

to find out if, consciously or unconsciously,

they

hold attitudes or prejudices which hinder the young

people in

their classrooms. Stereotyped attitudes

about education for women, their rule in society, and

the occupations which should be open to them crop

up regularlyeven in our schools.

The teacher who reluctantly permits a girl to sign

up for shop, but makes it clear the course is not lady-

like; the math book which shows Susie measuring in-

gredients for a cake while Johnny builds a rocket; the

committee which awards more scholarships to boys

than to girls (girls may marry and nth' "use" their

education) are all examples of stereotyped thinking

about male/female roles.

With gr.atjr reedoin to choose and more control

over their own destinies, some women

will select un

traditional occupations, and so will some nwn. We'll

see more women repairing cars and

appliances, and

working as computer programmers, engineers, jock-

eys, and stockbrokers. More men may

choose careers

as nurses, secretaries, social workers,

and elementary

school teachers.

We're not going to build this kind of world in a day,

but the schools can move us toward it. If girls are to

find broader vocational opportunities, they will need

counselors who can advise on the basis of what is

possible now, not on what was available in the past.

We also must have more teachers who believe in

each student's individualitywho are enlightened

enough to realize that the function of the school is to

help each person develop his or her highest potential.

I am not calling for the schools to chart a new direc-

tion. Rather I'm asking that they refocus their atten-

tion and reorder their priorities to meet the needs of

all students. In an age which is increasingly imper-

sonaleven dehumanizedthe teacher's concern for

each individual is a most essential ingredient in the

educational process.

ELIZABETH DUNCAN KOONTZ,

director of the

Women's Bureau, U.S. Department of Labor, Washing-

ton, D.C.; former North Carolina teacher and former

president of NEA.

Excerpted from

New Priorities and Old Prejudices

in Today's Education, March, 1971

INTRODUCTION

The Committee to Eliminate Sexual Discrimination in the Public Schools is

a group of city women who have voluntarily come together to explore lreas of

public education in Ann Arbor, which, however unwittingly, needlessly discrimi-

nate against or stereotype one sex or the other.

We have concentrated largely on

discrimination against females because we feel that girls and women are so much

more handicapped in this regard than are boys and men. If we can help ensure

that no educational area will be the exclusive province of one sex, then both sexes

will benefit.

Clearly, to say that males should have equal opportunity with females

is much like saying, "Whites should have equal opportunity with Blacks." It is our

hope that the recommendations of our report will help to upgrade and humanize the

attitudes of all students, faculty, and administrators with regard to the abilities

and aspirations of girls and women.

Particularly for the following three reasons, we consider it mandatory for

the Ann Arbor schools to make every immediate attempt to eradicate the discrimi-

natory policies, practices, and attitudes revealed in the pages of this report:

1. Ann Arbor has chosen to run a co-educational and public system of

education, and as such must grant equal (or preferably maximal)

educational opportunity to all youngsters, regardless of sex, race,

religion, national origin, physical attributes, and so on;

Z. Schools have an obligation tc strive to challenge the interests,

abilities (actual and potential), and aspirations of every single

youngster in the school system; and

3. No student should be turned away from a program of study in which

he/she is sincerely interested and potentially capable.

In addition, of course, sex discrimination is distinctly illegal in the schools

at this time.

A major difficulty in attaining equality of opportunity for boys and girls is

that people have become so accustomed to having different expectatiins for the two

sexes that they act as if the laws of nature require boys to have a course of shop,

consisting of wood and metal work, and girls to learn home economics, consisting

of cooking, sewing, personal grooming, and child-care,

This would be seen as

clearcut discrimination if two racial groups were compelled to take different courses;

but where sexual discrimination is concerned, it has become so much a part of Ameri-

can life that people tend not to recognize it, although it is entirely open and even

blatant.

We hope in this report to acquaint the members of the Board of Education and

the Administration with areas of discrimination in the schools of which they may be

totally unaware.

We wholeheartedly believe, too, that a necessary outcome of education today

must be the creation of citizens, male and female, who are able to take care of their

own needs without relying on the services of others, and who work cooperatively with

others in their living situations.

It is therefore essential that girls gain technical

competence and boys learn household skills.

It must be emphasized that the schools

have not created the double staAdards which exist for boys and girls, since the schools

essentially pass on to youngsters the values of the society around them.

But schools

can help to eliminate some of the harmful effects of sexual stereotyping by being in the

forefront of providing equal opportunities to males and females.

We are aware of Dr. Westerman's directive that sexual discrimination is to

be eliminated from the Ann Arbor Public Schools, and we sincerely applaud his

action.

We know that he has asked that sex prerequisites for enrollment in courses

be removed and that students be counseled accordingly. (See Exhibit I.) From our

numerous conversations with principals, vice-principals, and counselors, however,

we feel that school administrators by and large cannot understand the discrimination

in many of their programs, and certainly in their attitudes.

It is the aim of this report to help the Administration and our entire school

system carry out the goal of ensuring equality of opportunity to males and females in

the Ann Arbor Public Schools.

In attempting to do so, we shall show that the schools

of Ann Arbor in 1971, as most school systems throughout the country, in various as-

pects of their curricula:

1. Teach girls what they may not do with their lives;

Are directing girls to lives of homemaking and child-care;

Are providing training to girls in almost no vocational areas;

Are showing girls that they cannot be taken as seriously as boys;

Are making girls feel incompetent to learn all but watered-down varieties

of technical skills;

Are not encouraging girls to have extreme personal competence in athletic

fields;

7. Are not seeking women to assume administrative roles. particularly at the

high school and junior school levels, when such selection significantly affects

the lives of girls;

In short, except possibly in some purely academic areas, are not providing

equal opportunities to males and females, as federal civil rights legislation

would require.

The schools of Ann Arbor, however, are making laudatory efforts to eradicate

discriminatory policies and practices.

We ask the Board of Education at this time to heed our suggestions most serious-

ly and to ensure their implementation with great dispatch, in order to avoid needless

student strife in two or three years when female students become aware that their

school experience is placing both subtle and blatant limitations on their personal

expectations.

Since we have not wanted to discomfort school administrators by our presence,

the report does not cover all possible areas, and may have minor inaccuracies due to

recent changes in curriculum.

We have sincerely tried to make our information as

factual as possible.

The following people have contributed to the production of this study:

Lorraine Autin

Kay Forsythe

Julia Morris

Nan Beebe

Carol Hoffer Ellen Pechman

Constance Einstadter

Jacqueline Keen

Harriet Powers

Marcia Federbush

Lois Lehman

Rusty Schumacher

(Chairwoman)

Dorothy McGuigan

Maggie Stevens

We are deeply grateful for the kind cooperation and the abundant material of-

fered us by personnel of the Ann Arbor Schools, and we appreciate Dr. Westerman's

efforts to end sexual discrimination in the schools wherever it exists.

May 14, 1971 (Revised August 23, 1971)

(By November, 1973, the Ann Arbor School System has had two new Superintendents

of Schools, the present one being Dr. Harry Howard. )

1. MATHEMATICS BOOKS

With the advent of new math and its stress on the counting of members of a

set, there has been a serious by-product of arranging things in groups,

When

artists group triangles, stars, and airplanes, almost no one (other than airplane

manufacturers) would take objection.

But as soon as they arrange people in sets,

they seem almost invariably to limit group membership a.ccording to sex.

(See

Exhibit II. )

The groupings nowadays have fairly adequate racial representation,

but are totally rigid with regard to male/female membership, particularly in the

case of occupational groupings. Men may be doctors, astronauts, chefs, police-

men, and firemen (among others), while women may be nurses, stewardesses,

and waitresses.

(Some people insist that the waitresses are housemaids.) The

more prestigious, exciting jobs go to the men. Looking at it another way, all

doctors are male, all nurses are female, all astronauts are men, and all airplane

aides are women. (Men have been suing the airlines over this lately, you may

have noted.)

It is reported that one first-grader said to her mother, "I can't be a

doctor, only a nurse. My book said so."

It is not only adults who are stereotyped in math book pictures. Boys are

active - they run, play ball, and play instruments in bands. Girls tend to stand

and smile sweetly or jump rope.

In more traditional mathematics books, there are more traditional types of

sex discrimination. Here it is assumed that all women and girls have two main

interests in life -- cooking and sewing.

Word problems revolve around how much

flour Susie needs to bake cupcakes or how much cloth she will have to buy to make

a costume.

To make sure she gets some physical exercise in addition to jumping

rope, the artist may picture her walking to the store to buy food or sewing supplies,

or walking to school. We see pictures of girls whose mathematical prowess lies in

counting plates or glasses.

.vhile boys are pictured copying house plans, cutting

bookshelves, planting, hik,1L, or painting rooms -- all with some mathematical

connotation.

There are word problems of the "Sally did not know how to... " "Jim helped

her... " variety.

The boy now and then replies something to the effect of,

"I guess

girls just don't know how to do math!" There are pictures one encounters while

browsing, of young and older women looking totally perplexed about some mathe-

matical procedure, like figuring out how to count a jumbled assortment of objects.

In more advanced math books, there is never an indication that femPles have

ever functioned mathematically. No book mentions the great algebraist, Emmy

Noether, for example.

Particularly in a subject, in which females have long been

discouraged from being competent in this country, books should help them to see

that women, too, have functioned ably.

We have written to the two offending companies which publish the mathematics

series in Exhibit II, and have received extraordinarily encouraging replies from

them. (See Exhibit III.)

They suggest that they will aim to eliminate sexual stereo-

typing in their future editions.

We ask an official representative of the schools to

write similar requests to companies to rid early mathematics books of sexual

stereotyping.

The Michigan Education Association is sponsoring a bill in 1973 re-

quiring that "all instructional materials sold in Michigan be free of racial, ethnic,

and sexual bias."

This deserves the support of our schools.

2. ELEMENTARY READING BOOKS

From a small sampling of currently popular elementary school readers, we

have become sensitive to a rather startling phenomenon - women are pictured

almost exclusively as housewives doing household chores. (See Exhibit IV. )

The

second most frequent profession, of course, is elementary school teacher (never

principal). We have also found, in the books studied here, a check-out girl in a

market, a ticket seller at a fair, and two counter-servers in a cafeteria. One

other series, not reviewed here, had a hospital scene with nurses.

Mothers wear

aprons most of the time, they sport funny hats, they go shopping, and they tend to

children, but they NEVER WORK (at a time when more than one-half of all women,

including mothers, are working). (See Exhibit XXV.) Women are never factory

workers, radio broadcasters, doctors (they are rarely even shown as nurses),

mail deliverers, bus drivers, lawyers, or pianists. It is almost unnecessary to

ask text book companies to exaggerate the roles women play in society; the books

our youngsters are reading do not even reflect the real world of Ann Arbor, in

which women actually perform a huge variety of jobs.

The books do not depict

men, either, in the selection of jobs they perform. It would be good, for example,

for men to be shown as elementary school teachers, not only as administrators.

Young people's feelings about the roles played by various groups are strongly influ-

enced, however subtly, by the pictures in the books they like, and pictures like

those in the books reviewed provide no incentive for girls to think in terms of at-

taining personal goals outside the home.

If young children became used to seeing

women bus or cab drivers in books, it might not strike them as peculiar to ride in

an Ann Arbor bus or cab driven by a woman. One certainly never discovers

divorced parents or female wage earners heading households.

In picture after picture, one encounters men performing somewhat exciting-

looking jobs: working with tools, putting out a fire, climbing a ladder, driving a

plow, working in a zoo. At least they MOVE. (See Exhibit V.) One almost never

sees a woman hammering a nail - or for that matter, even wearing slacks.

The problem extends down to the portrayal of children.

Boys also move

actively in pictures.

They run, they fly kites, they ride in helicopters, while girls

tend.to hold dolls, jump rope, or vacuum clean. (See Exhibits VI and VII.) Most

book series have stories in which an old or young female who has done something

foolish is rescued by a male (young or old) or a bunch of males. (See Exhibit VIII.)

Then the "e is the inevitable parade of famous people in history. Nearly all are male

and of a variety of races.

When a woman is depicted, she frequently has attained

fame through a male, such as Nancy Hanks and Pocahontas in Exhibit 1X.

We are writing to book companies asking them to correct these inadequacies.

We ask the schools also to suggest to publishers that they stop stereotyping people

into tight roles. Meanwhile, schools must look harder for books in which women

and girls are seen functioning capably. We have asked the State Board of Education,

in their quest to recommend books dealing well with minority groups, to include

females among the groups they are seeking to portray favorably.

For a list of books (not texts) which show girls in a favorable light, as strong-

willed heroines and active accomplishers, see Exhibit X, reproduced from Woman's

Day Magazine, of March, 1971.

Dick and Jane as Victims, published by Women on

Words and Images, P. O. Box 2163, Princeton, N. J. 08540, is an exceptional review

of se:: stereotyping in 134 popular reading books used in public schools.

HISTORY BOOKS

In the Exhibits, we have included index pages from two history books available

to high school students in Ann Arbor.

To judge from these, a miniscule number of

women have contributed to the history of the United States - particularly to the

political history.

Most of the sparit number of women included (See X's in Exhibit

XI) were writers or artists of one sort or another.

Many of the others were active

in the Feminist movement in bringing women the right to vote.

Ann Arbor's Social Studies Coordinator says that historians do not include

many women in their researches and that the material in high school texts is based

on the writings of these historians.

We have therefore contacted Ann Scott, a

prominent historian at Duke University,to ask that a carefully researched study of

women in history be undertaken, and that high school history texts be rewritten to

include women of note. She has written a book this year called, Women in American

Life, published by Houghton, Mifflin, and we ask that our schools purchase it. It is

written for high school students. Ann Scott says that few historians are willing to

research this subject, and recommends that pressure by put on history book publishers

instead.

We shall correspond with these publishers and ask the Administration to do

the same.

Dorothy McGuigan, Ann Arbor authoress of A Dangerous Experiment: 100 Years

of Women at the University of Michigan, has compiled the fine list of books about

women and women's issues in Exhibit XIb.

These books are suitable mainly at the

high school level, and we ask the Administration not only to purchase them, but also

to recommend them along with other recommended texts, for classroom and library

use.

In Exhibit XIc, we have included a long bibliography, mainly of biographies of

women of accomplishment, and suitable in large measure for elementary and junior

high school reading. (1)

Jean Ambrose, the untiring chairwoman of the women's rights

task force on education (in N.J.) has provided the excellent reading lists in Exhibit XXVIII.

Before the emphasis on Black history, children were never taught of the signifi-

cant accomplishments of Black people. It was as if there were none.

Clearly, the

same holds true for women. We would assume that since women number more than

half the population and are as intelligent as men when measured by I. Q. tests, there

must be countless, untold female contributions to history waiting to be explored.

The State Board of Education has asked the Department of Education to recom-

mend history books dealing strongly with the contributions of minority groups to

history. We have written to the Board members asking them to include women in

their search.

If they do not include women now, they will have to make another study

when women begin to pressure for greater recognition. Meanwhile, until the State

Board makes its recommendations, we ask our own Administration to seek those

history books best detailing the accomplishments of women throughout history.

Books

dealing with Women's Liberation, a vital part of the current history of women, should

also be sought and included.

(1)

This bibliography was prepared by Ellen T. Nebel, the librarian of a New York

junior high school, and published in the New York City Report on Sex Bias in the

Public Schools, prepared by the New York chapter of National Organization for

Women.

OTHER BOOKS

Sex stereotyping, omission, and condescension can be found in as

unlikely places as spelling books, phon!.cs systems, science texts, and

social studies books.

In the most widely-used spelling series in Ann Arbor and in the

country, page after page is highlighted with boys alone performing heroic,

exciting, and daring feats.

They are climbing mountains, exploring the moon,

building furniture, and playing ball.

Girls and women appear in their usual

homey roles, with dolls, with aprons, with brooms, and with fancy clothes.

Now and then a girl is shown running, but this is a welcome exception.

this series, vowels, which are usaally female, are brutally treated by the

condescending, superior consonants on either side.

They are knocked out

of line and ridiculed for not saying their names right or for being dependent

on consonants.

A new phonics series, Alpha I, is based mainly on the peda-

gogic technique that vowels are to be identified as girls and consonants as

boys.

But the girls are weepy, complainy, helpless creatures who are

positively dependent on the tough male consonants for support.

Luckily our

language has a u, without which 3. is helpless. (*A newer edition has made

changes. )

In science texts, as in math books, the accomplishments of women are

essentially ignored.

Even when Madame Curie is featured in one, the book

shows her standing in the background while two men are performing an ex-.

periment up front.

Even the types of experimenting that girls and boys do in

science books differ. Boys are shown inquisitively investigating problems

that capture the imagination.

Girls perform routine, cook-book style operations.

The message of social studies books seems to be that the main roles of

women everywhere are taking care of children, marketing, and working in

textile mills.

One book painstakingly describes the historic household roles

of women.

The accomplishments and potentialities of the women of the world

are sorely underrated in social studies (as well as in civics) texts.

Again, citizens and the schools must review textbooks used and make

specific suggestions for change to the companies producing them.

The State

Superintendent's Office should also be impelled to review the books used in the

Michigan Public Schools and to make recommendations for ones relatively free

of sex stereotypy.

Audio-visual aids relating to these areas should also be

surveyed.

The e gets

out when

I join up.

I'll mcku these

vowels say

what I want!,

them to say !

ELEMENTARY SCHOOL PRACTICES (OR MALPRACTICES)

The chief general category of inadvertent discriminatory practices we have

observed in elementary schools is the separation of children by sex in a host of

seemingly but not actually inocuous areas.

Children are lined up separately; they are seated in separate rows; they are

asked to get their coat-4 separately; they are given separate classroom and school

duties; they are guided toward separate role expectations; they are encouraged to

play separately on the playground and in the gym; and they are assigned to sepa-

rate mini-classes when the decision is between, say, crocheting and electronics.

Boys are allowed to play with blocks; girls with kitchen equipment.

Boys are

projectionists and girls are library helpers.

Teachers list girls' names on one

side of their grade books and boys' names on the other.

Boys' work is displayed

in one place and girls' in another.

Library shelves separate bo,ks for girls from

books for boys.

We want to make it clear that there is no more justification for arbitrarily

segregating the sexes at young ages into lines, rows, classes, activities, duties,

assumed book preferences, or record lists than there would be for separating them

into separate language or math classes -- unless one is doing a comparative psy-

chological study of the statistical differences between the sexes.

If they are

separated for convenience, then a variety of other arbitrary criteria for differentia-

tion will have to be created.

Separating girls and boys only serves to exaggerate the real and the imagined

differences between them and to force children into actually differentiated roles.

It says to them that no member of one sex is capable of learning or doing or antici-,

pating what the other sex is learning or doing or anticipating, although there is huge

overlap between the ability levels of girls and boys, particularly prior to puberty

when so many lasting attitudes are formed.

Letting children of both sexes partici-

pate with full encouragement in all school activities and duties helps them to respect

their own and each other's abilities.

Lining up children in separate rows, while it

may seem harmless, is a first step toward separating them into all other sorts of

groupings.

It is one more way of over-emphasizing the differences and tl

mysteries

existing between the sexes and of decreasing the likelihood of cordial, sponta..:ous

cooperation and friendship between girls and boys.

The Superintendent should issue specific instructions that students are not to

be separated by sex into activities, rows, duties, and so on, in elementary school

(or any other place).

STREET PATROLS

We are aware of and we applaud Dr. Westerman's request that school crossing

guard duties and service club responsibilities be open to both girls and boys. Casual

observation at schools reveals that there is very little evidence of this desegregation,

however. We have heard of principals' commenting, "I prefer girls in more feminine

roles," or, "I don't want girls to get in the habit of standing on street corners." The

underlying reasons for these fears are probably two:

1) that no one will really take a

girl's orders seriously. and 2) that girls will not be safe standing alone at a corner.

STREET PATROLS - Continued

It is essential in bringing up girl: who will partake is adults in government

and industry as well as in the home, th... they believe themselves to be fully

credible people who will indeed be taken seriously.

Since upper elementary school

girls tend to grow at a faster rate than boys, there is no doubt that other children

will listen to them if only they are permitted to exert responsibility. (It should not

be necessary for a girl to be physically more mature in order for her to be taken

seriously.)

If schools are actually worried about girls' safety, then gym classes

should teach methods of self-defense.

Having a strong ego is directly related to

a feeling of ability to take care of oneself.

It is clearly not to society's benefit to

have girls grow up feeling helpless and fearful for their safety.

(In actual practice,

there is usually a patrol at two corners of a cross street, so a girl would not be

standing alone at an intersection.)

We ask that crossing guards, service clubs, indoor guards, and escorts for

kindergarteners contain both sexes, since there are both boys and girls capable of

performing these duties.

ELEMENTARY ATHLETICS AND PHYSICAL EDUCATION

It is clear that if we wish girls to gain pride and confidence in their athletic

ability, we must begin long before junior high school, when many attitudes are al-

ready built in, to give them - and boys also - exacting and rigorous training in the

skilful coordination of their bodies and the use of their muscles, for aesthetic and

artistic as well as fcr strictly athletic uses.

We recommend, then, that from the earliest grades, children be coached

seriously in the proper techniques of activities that will gradually increase the

effe,tive use of their musculature.

Real training in running, throwing, and gym-

nastics, for example, rather than in simple team games, relay races, and group

dances, would provide excellent foundations for lifelong habits and interests in

keeping physically fit.

If after-school athletic activities are offered to boys, they must, in encourag-

ing fashion, bP offert.d to girls also, preferably coeducatio.,3.111 at the elementary

level. If such .lasses become relatively sex-separated, then programs for both

sexes must receive equal publicity, equipment, time, use of facilities, and quality

of coaching.

In every feasible instance, both sexes should represent the team in

a sport, either in strictly coeducational g

pings or in predominantly male and

predominantly female components.

All gym classes should be coeducational to enable all students to develop their

individual skills to a satisfying level of attainment. to help students of all ability

levels (the less athletic boys, for example) find rewarding athletic experiences, and

to enable students to recognize the abilities of both sexes.

Girls and boys must be helped to work together cooperatively on teams. They

must never be pitted against each other in competition to "show each other up."

These recommendations should be part of policy directives coming from the

Superintendent.

ENCOURAGEMENT FOR COMPETENCE

In September, 1970, in three of the four junior high schools, 7th grade girls

began the school year with a required, one-semester course in home economics

and boys with a required course in industrial arts.

(See Exhibit XII. ) By now, all

girls and boys in grades 8 through 12 have also had their required semesters of

these courses.

Although students are clearly not aware of it, they have been led

by the schools to feel that household work is for girls and mechanical tasks are

for boys; women may cut cloth and men may cut wood.

(This theme, as shown

before, has been reiterated to them from the time they opened their first school

reader.) In the middle of the fall semester (1970), when Dr. Westerman's directive

that there be no sex prerequisites for courses was announced, a few female students

took advantage of the fact that some of the industrial arts courses were suddenly

made available to girls.

They have had no difficulty in adjusting for the new oppor-

tunity, although they entered class late.

Some junior high schools, incidentally,

still have separate courses for boys and girls.

In the fall semester in at least one junior high school, there were also sexu-

ally segregated home economics and industrial arts courses in the eighth grade.

The ninth grade curriculum listed few separate courses (See Exhibit XII), but by

that time, students apparently know full well in which direction they are to head.

A glance at the course description for ninth grade industrial arts in the Junior

High Handbook (See Exhibit XIII) shows that the course builds on the skills learned

in the seventh and eighth grades.

If girls have not been able to take industrial arts

in these grades, however, they will not have the skills to enter the ninth grade

course. One of the schools solves this type of problem by having a special course

in Mechanical Drawing/Crafts for girls. This school does not intend to change that

course next semester. (See Exhibit XIIIb. )

At the high school level, sex prerequisites have been tentatively removed

from all Home Economics classes (according to Dr. Westerman's directives) with

the notable exception of Bachelor Cooking. (This is listed in the current high school

Curriculum Guide as Foods (Boys) 659, which is a prerequisite for Foods, Com-

mercial 660, which heretofore has been open only to boys.

See Exhibit XIV.) Prob-

ably some sewing classes will remain for girls only. Although next year's schedule

lists will not specify that certain classes are open only to boys or to girls, the

Curriculum Guide now in use, which is set to be revised this summer, still clearly

sets sex prerequisites for courses.

(See Exhibit XIV.) Even students taking

courses in preparation for college and non-home-related careers cannot avoid

seeing all the descriptions leading girls in the direction of homemaking as they

search for electives.

We have recently heard of a girl who wanted to take an advanced mathematics

course. Her advisor did not schedule her for it because she had "already had all

the math any girl needs."

10.

8. ENCOURAGEMENT FOR COMPETENCE - Continued

In order to negate all the reinforcements which have led girls into stereo-

typed, homemaking roles, we beseech the schools to offer girls ENCOURAGEMENT

to learn skills heretofore thought masculine.

The beautiful mechanical drawing

facilities at Huron High School are being wasted for lack of students.

Girls should

be encouraged to learn that skill.

No girl is in the excellently equipped Research

and Experimentation class (which helped a Huron High School junior win first prize

in the recent Science Fair). Few girls learn wood or metal work or automobile

mechanics. It requires bravery at present to sign up for these courses, and only

a few girls have been able to muster the courage.

If girls were encouraged to

learn these skills, then more would elect them without embarrassment.

The Board should be interested in the following data.

CHART I

Women's Median as a

Median Income for Full-Time Jobs

Percent of Men's

Year Women

Men

1955

$2719

$ 4252

63. 9%

1960

$3293 $5417

60.8%

1965

$3823

$6375

60. 0%

1968 $4457

$7664

58.2%

From Current Population Report, Bureau of the Census, Page 60.

This chart tells us that three years ago, women's wages were only 58. 2% of

men's, and the figure is steadily declining.

CHART II

Percent of Workers in Three Categories Who Are Women

319

Category

1970

39.

1950

Professional and Technical

39. J%

Clerical

74. 7%

60. z%

Skilled Craftsmen

2. 4% 2. 8%

From Statistical Abstracts of the United States, 1970, Page 225.

It is unfortunate that this chart does not include domestic workers. Women

are greatly favored in that category.

This chart does suggest that secretarial skills

are greatly emphasized to girls, far more than in 1950.

In Professional and Techni-

cal areas, the number of women is fairly high, p r e sum ably since many girls are

trained in college to be teachers, nurses, and social workers (among other things);

but in skilled manual jobs there is almost no training for girls at all.

We submit

that if girls were given vastly increased opportunity and encouragement to learn

Industrial Arts skills, their pay might become more on a par with that of men.

We ask, then, that counselors, principals, and teachers stimulate in girls the

incentive to gain competence in those fields which, until now, have been almost wholly

relegated to men. We ask, too, that the emphasis in Ann Arbor's Industrial Arts

courses be changed from gearing students to industry to gearing students to personal

accomplishment: NO CLASSES SHOULD BE SEX-SEPARATED.

11.

9. REMOVING SEXUAL STEREOTYPES

We feel, based on a number of interviews, that many educators (as well

as the general public) regard girls by and large as somewhat helpless, mechani-

cally inept, slightly frivolous, future homemakers. This can be borne out by the

following types of comments made by high-placed people in our schools:

"I'd like to see a high school course in Household Maintenance for girls."

"What do you want to take THAT course for? You just want to be with the

boys." (This is a principal talking to a female student.)

"I'm all for a course that teaches girls to wire lamps and things."

"When a girl signs up for Industrial Arts, we call her in to see how serious

she is."

"Girls are almost uneducable in science:"

That these statements are simply reflections of societal prejudices and not

proof of the inferiority of girls can be shown by the fact that women in many other

countries function very effectively in roles other than housewife-mother. In

Taiwan, women help build buildings; in Russia, women are skilled engineers,

bricklayers, doctors, and technicians; in France, women scale mountains with

Alpine gear.

In fact, during World War II in our own country, women built and

flew the airplanes.

There is an increasingly vocal desire on the part of women nowadays - and

there soon will be on the part of growing girls - not to be thought of as helpless.

A way the schools can help erase this negative stereotyping so prevalent in our

society, is to give girls as well as boys experience and encouragement from the

earliest grades in the use of building equipment and tools. Girls must build with

blocks and construction toys. They must put together models and gain a feeling

of competence with tools and machines. Not to give them these privileges assures

that they will grow up feeling helpless when confronted with mechanical situations.

It also guarantees that women will continue to have more menial jobs than men with

considerably lower pay.

Likewise, boys must learn to help themselves - to cook for themselves and

to sew their own torn shirts. There may not always be someone else to perform

these services for them. If we do not train both girls and boys to feel at home

with household as well as mechanical skills, we are ensuring that women will

continue to be dependent on men for technical help and men will continue to be

dependent on women for household services.

The emphasis on care of preschool

children, now required of girls alone in home economics classes, would certainly

be influential in helping boys realize that they, too, must someday share in the

care of their children.

We would recommend, then, that at the elementary level girls and boys alike

be called on to build, to sew, to cook, to solve mechanical problems, and so on.

At the junior high school level, particularly in the seventh grade in which girls have

traditionally been required to take a home economics course and boys an industrial

arts course, we ask that Ann Arbor return in modified fashion to patterns used here

many years ago, in which both boys and girls were required to study home economics

and industrial arts. We would urge that the contents of these courses be redesigned

to appeal greatly to students of both sexes, because these are areas which can help

provide a lifetime of enjoyment, usefulness, and self-sufficiency.

12.

10.

EMPHASIS ON FAMILY COOPERATION IN FUTURE CURRICULUM GUIDES

It is clear that there have been no sexual prerequisites for purely academic

subjects, and yet high school boys and girls have only to thumb through the pages

of electives open to them to know what directions their lives are expected to follow.

The current Curriculum Guide, which is about to be reprinted, describes all

courses available to high school students.

Of the 21 Home Economics courses of-

fered, 10 have a clear or obviously implied sex prerequisite.

Others are presumably

intended for girls, although the word has been omitted. At least six of the 21 courses

lead girls directly toward a path of homemaking or housekeeping. Throughout the

entire school system, there is no other battery of courses so completely tailored to

groom a particular group of students for a specific adult career; (See examples

in Exhibit XIV. )

Such phrases as "man's role in the kitchen," and "their (girls') place in

society," appear in the Home Economics section of the Guide.

We ask that at both

the high school and the junior high school levels, there be a drastic rethinking of the

emphases in the home economics area. Since girls and women tend to do more than

their share of the care of children, and since there tends to be a lack in American

society of paternal involvement in the upbringing of young children, it is suggested

that boys should be encouraged to take courses in childcare (till now required of all

junior high school girls). Stress on personal grooming (See Exhibit XIIa) should

either be required of both sexes or should be relegated to extracurricular club status,

if included at all.

When girls are encouraged to concentrate on their appearance, it

is most often with the intent of making them marriageable.

In addition, television

and other media constantly bombard girls with the necessity of personal grooming for

the sake of popularity.

More appropriate coeducational courses for today's society might deal with

management of home life in families in which all adults are working, or cooperative

family living, stressing the sharing of traditional roles.

11.

BACHELOR COOKING VERSUS COOKING FOR THE FAMILY

Next semester the high school course currently listed as Foods (Boys) will be

labeled Bachelor Cooking (or a name similar to that). It will be open to boys who,

we are told, want to learn efficient, quick, and enjoyable cooking techniques, without

having to prepare full, family-style meals and to learn rules of etiquette taught in

conjunction with girls' courses. Providing this special emphasis for boys assumes

that they will not have to do the family cooking, while the emphasis for girls implies

that girls will necessarily marry and devote time to complete meal service. We ask

that this course be opened to girls whose interests in cooking are more casual than

traditional concepts assume.

The course might also be labeled, "Cooking for Apartment Living," or

"Cooking for One," or perhaps, "Cooking for Fun," as all cooking should be.

13.

12. SEX PREREQUISITES

From our interviews with administrators and counselors, we are quite under

the impression that Dr. Westerman's directive to eliminate sex prerequisites for

enrollment in courses will be difficult to attain, partly because of custom, and partly

because of the inability of teachers and administrators (and parents and students) to

recognize sexual discrimination when it occurs.

For one thing, several of the upper

schools seem to be having so many problems to contend with at the present time (such

as split shift arrangements and the maintenance of racial harmony) that they have not

yet seriously begun to make provisions for the new policy.

For another, some schools

are proud of their "for boys only" or "for girls only" courses. Tappan Junior High

School, for example, feels that it is doing girls a fine service by providing a course

for them in Crafts, and Pioneer High School thinks that a separate course in Bachelor

Cooking is what male studems need. A third difficulty about which we caution the

Administration to be on guard is the assumption on the part of school personnel that

providing separate courses with the same name to boys and to girls is providing equal

education. (This will be dealt with in another s e ction.) The fourth difficulty we

foresee is that some courses have become so ingrained in the school program, that

it will be very hard to adapt them to the new policy.

Will the emphasis on Clothing, Child Care, Personal Grooming, and Foods in

junior high school Home Economics be changed somewhat in an attempt to reach boys,

or will the sentence, "All girls are required to take one semester of this course in

the seventh grade," simply be removed on the assumption that only girls will continue

to sign up for it?

(See Exhibit XIIa.)

We recommend, then, that the Administration require all schools to detail

plans for complying with Dr. Westerman's directive, with the aim of ATTRACTING

both boys and girls to currently segregated programs. We ask, too, that high stan-

dards of compliance be set before judging the written proposals acceptable.

13.

CLOTHING

Despite Dr. Westerman's directive to eliminate sex prerequisites for courses,

there will apparently continue to be "Clothing" courses specifically for girls next

semester (for example, in Scar lett Junior High School). It is argued that boys and

girls become modest trying on the clothes they are making in front of each other.

Since the schools are not offering clearly parallel courses geared to making boys'

clothes, then they will have to add changing facilities, instead of excluding boys.

We feel that sewing programs should be expanded to include courses in which

some boys might definitely be interested, such as upholstery, interior decorating,

clothes designing, and tailoring.

After all, men do go into these fields, and the high

school is the logical place for people to gain the skills that will be personally useful.

We would also ask that the emphasis on "fashion" be minimized in clothing

classes.

This concept makes young women all too conscious of values which only

emphasize vanity and superficial attractiveness. Practicality, usefulness, and

awareness of good tailoring in clothing should be stressed instead. Stressing high

fashion is also discriminatory against poor children who must make do with what

they have.

If home economics classes place a value on having fashion shows as a culminat-

ing activity for sewing classes, then this value must apply to boys as well as to girls,

and both sexes must be included.

14.

14. SEPARATE BUT EQUAL

It is our impression that schools may wish to promote "separate but equal"

classes for boys and girls as a way of adjusting to Dr. Westerman's directive, and

we ask the Administration NOT to accept this as a means of ensuring educational

equality. In racial matters, "separate but equal" facilities have always meant

"separate but inferior" for the oppressed group. A great number of comments

made by vice-principals, counselors, and teachers assure us that this has the

same implications for boys and girls. The following are examples:

"We do have a shop course for girls.

They make crafts."

"I want to start a boys' class in sewing so I can teach them how to take a

sewing machine apart."

(This teacher lets girls "piddle around unscrew-

ing the pedal. ")

"I used to teach 'Physics for Girls.' We taught them how to put plugs together

and wire toasters."

"We had to separate that class so we could teach the girls the kinds of things

they'd be interested in."

Certainly it should be the nature of education to broaden students' horizons

and to elicit new interests.

We feel that when teachers talk of "girls' interests,"

it is more frequently the teacher's assumption of what girls' interests should be.

To guarantee that girls make furniture in addition to crafts, learn electricity

in addition to plug wiring, learn barbecuing as well as family meal planning, and

so on, we insist that industrial arts and home economics courses, just as language

courses, all be open to both sexes. If trying on clothes in a sewing class proves too

embarrassing when both girls and boys are present, then facilities to ensure personal

privacy and classes will have to be set up so that both sexes may learn to make cloth-

ing for males and females.

15.

PROTECTIVE COUNSELING

We'ask that no extra counseling be given to girls signing up for courses tradi-

tionally reserved for boys (and likewise, for boys signing up for courses habitually

considered female).

Girls must not be asked why they want to "take a course like

that." It must not be hinted that they are really only interested in being with boys.

They must not be questioned as to their seriousness in wanting to take the course

any more than boys are.

When girls express an interest in industrial arts, coun-

selors must avoid giving them protective warnings about having to tie their hair

back and remove their jewelry.

Regulations applicable to all members of the class

should be given during the opening session or printed in the curriculum guide.

present, it is an act of courage for girls to sign up for these courses, and derisive,

protective, and cautionary warnings only serve to frighten them away. Similarly,

boys desiring to take any kind of home economics course must in no way be intimi-

dated. Perhaps the most important aim of education is to enable girls and boys to

develop independent interests and competencies which make them feel secure, happy,

and able to take care of themselves. No student should be turned away from pursuing

a desired course of study:

15.

16. UNJUSTIFIABLE EXCUSES FOR OMITTING GIRLS

In our various encounters with school-related personnel, we have come across

the following justifications (among others) for keeping girls out of certain courses

or activities:

"There's no place for a girl to take a shower."

"What about insurance?

What if a girl fell off a 16-foot ladder?"

"Where would a girl go to the toilet?"

"But a girl would get her hair caught in the machinery."

"We can't let girls do metal work because they have to wear masks and work

with sparks."

"The unions won't let them in, so why should we train girls for jobs they

won't be able to get?"'

"But boys have to swim nude:"

"If girls were in the class, we'd have to make crafts instead of real woodwork."

"The weights are too heavy for girls to carry."

"Girls aren't interested in that sort of thing."

"Girls wouldn't want to take off their jewelry and tie back their hair for

that course."

"The millage didn't pass, so we couldn't let girls take Industrial Arts."

We submit that NONE of these reasons is valid.

If the room is not equipped with a shower, then one of the sexes will have to

use the gym shower, wash with soap and water, or remain greasy.

If teachers are

worried about long hair, then long haired girls (and boys) should be required to

fasten it back in some way. (Teachers have never expressed to us their worry about

boys with long hair.)

At any rate, no interested student, regardless of sex, color, weight, or any

other physical feature, should be refused admittance into any course in which she/he

is interested. Changes may have to be made in conventional thinking patterns, but

these will be necessary if our schools are to be humane to all students and are to

bring out the best potential that each young person has to offer.

17.

BIASED TEACHERS

We have frequently heard statements such r, s, "That teacher wouldn't be caught

dead having a girl (or a boy) in his (or her) class." We have also heard of teachers

demanding such exacting standards for students of one sex or the other in traditionally

unisexed classes that the student has dropped out eventually. We insist in all such

cases, if the teacher does not respond to administrative pressure to cease such be-

havior, that it be the teacher, not the student who is displaced from the course.

16.

18. PRACTICAL NURSING

Students in the Practical Nursing Program, which comes under Ann Arbor's

Occupational Education Department's jurisdiction but caters mainly to high school

graduates, complain of being rigidly stereotyped into outmoded sex roles in the

expectations placed on them concerning conduct, dress, and answers on examina-

tions.

Separate roles for males and females and double standards of morality are

said to be emphasized in some classes.

"You didn't have to apply here if you didn't

want to abide by our standards," is evidently the response given students who wish

to assert any degree of individuality of judgment in their appearance. Male students

must wear their hair shorter and female students must wear their skirts longer than

is accepted practice among actual hospital personnel.

Nurses in books are still

always referred to as "she," although there is a movement afoot to replace this with

"he," as in other subject area texts.

Books should be used which refer to nurses as

"she or he," or "he or she."

S nce this program comes under the School System's auspices, standards apply-

ing to other students with regard to personal comportment, clothing length, and hair

style should apply here also.

And since the program is covered by Title VII and

Title VIII of the Public Health Service Act, care must be taken to ensure that sex

discrimination in admission of students and against employees is prohibited. The

Program should be reviewed for the overly uniform treatment of students.

19. HOME BUILDING

Pioneer High School has recently initiated a home building course under the

sponsorship of local people in the building industry. This course is currently

limited to boys. In this program, high school boys learn home construction tech-

niques and actually build a salable house, an accomplishment which should certainly

be available to girls.

The two arguments given to us (as late as March, 1971) for the exclusion of

girls were:

1. The unions will not admit women, so why should we train girls for jobs they

won't be able to get,

2. The sponsors will withdraw their money if we let girls take the course.

Until fairly recently, our schools were in no way encouraging Black students

to enter apprenticeship programs because the trade unions would not admit Blacks.

The same faulty rationale is now being used against girls.

In effect the schools

are saying, "The unions are behaving illegally and we will be accomplices in this."

Schools MUST be forerunners in opening new avenues of pursuit to youngsters, even

in untraditional areas.

By saying, "We can't train girls because the unions won't

let them in," school systems are helping to perpetuate sexual discrimination in the

building trades indefinitely: Unions will only accept trained and qualified workers;

women cannot receive training in schools or anywhere else, for that matter);

therefore, they will not be allowed to enter the unions. Fortunately, there are

civil rights laws forbidding unions to discriminate on account of sex.

Fortunately,

too, there are civil rights laws forbidding places which train workers, as well as

sponsors of such training programs, to discriminate on the basis of sex. (See

Exhibit XV.) Our schools receive some federal funds. In addition, the Vocational

Education Department has applied for federal funds to supplement the home build-

ing program. As recipients of federal money, the schools are most assuredly

17.

19. HOME BUILDING - Continued

breaking the law in refusing admittance to girls in the home building program.

In keeping girls out of this vocational program because they will not go into

the field professionally, our schools seem to be assuming that all boys taking the

course become home builders.

They do not

A great goal of education should be

to give students competence in a skill which will give them personal satisfaction

for the rest of their lives.

The schools should. in no way refuse to educate those

who cannot swear that they will base their entire future professions on a particu-

lar course of study.

For girls (and boys) who will become architects, and for

girls (and boys) who may wish to partake in building or remodeling a structure,

as well as for girls (and boys) who may wish to go into the building trades, the

home building course is vital.

The second argument above (that of the course's sponsor& withdrawing their

money if girls are admitted) is certainly immoral.

The school experience must

be for the benefit only of the students.

No benefactor, industry, or pressure group

should be permitted to dictate which students are to be restricted from qualifying

for a course.

If this policy is not clearly spelled out, then any group wishing to

donate money to the schools for a special course might choose which students are

to be ineligible to benefit from it.

We have been in close contact with the Michigan Civil Rights Commission.

They have suggested that we bring a suit against the building trades for excluding

women, against the sponsoring group for financing a discriminatory course, and

against the Ann Arbor Public Schools for refusing to train female students.

have chosen the following course of action:

1) We are negotiating the initial stages of a suit against the building trades through

the Civil Rights Commission in Detroit.

We have also requested and received

a letter from the business manager of one of the construction unions to the effect

that the building trades will not discriminate on the basis of sex. (See Exhibit

XVI. )

Copies of this letter have been sent to appropriate school personnel.

Excluding women from union membership is clearly in violation of the Michigan

Fair Employment Practices Act.

(See Exhibit XV.)

2) We have asked the chairman of the board of sponsors of the course to request

from his committee a ruling that girls will be admitted to the course under the

same conditions as boys.

The committee voted to -,ccept qualified female stu-

dents, provided that they receive no special considerations.

3) We are not eager to sue the schools. We insist, however, that they join the

two above groups in announcing tha' the home building course will be unre-

servedly available to qualifying girls.

For them not to do so is in violation

of the Fair Employment Practices Act.

(See Exhibit XV.)

20. NEW BUILDING DESIGN

We are confident that the schools are serious in their desire to eliminate

sexual discrimination.

If this is true, then this decision must have far-reaching

consequences.

Since we have been told repeatedly that it is unfeasible for girls to take

certain industrial arts classes because there is no place for them to shower

afterwards, it will be necessary for the Board to insist that plans for new

18.

20. NEW BUILDING DESIGN - Continued

buildings include facilities for both boys and girls. Home economics classes,

too, must have changing rooms for both sexes, if embarrassment when trying on

clothes is a legitimate reason for keeping boys out.

We ask the Board, also, to ensure that future schools not be built with one

high ceilinged gym and one low ceilinged.

(See Section 27.)

In order for a great

many students of both sexes to be able to participate in sports, it will be necessary

to build all gyms, large and small, with high ceilings to accommodate such activi-

ties as basketball and volleyball, unless small additional sports rooms are built also.

FOREWORD TO THE ATHLETICS SECTION

Since this report was written, a number of significant changes have been

made which will affect school athletics throughout Michigan.

Senate Bill 1106,

which, would allow girls to play on non-contact teams with boys, passed the Legis-

lature and is now Act Number 138 of the Public Acts of 1972.

(This law may be

illegal from the beginning in its restricting girls to non-contact sports.)

Also,

in court action on behalf of two young women tennis players* of Ann Arbor, games

can no longer be forfeited because girls are on teams.

The Federal Judge hearing

the case felts in addition, that it was depriving female students of equal opportunity

to forbid them to play in contact sports.

The regulations of the MHSAA (Michigan

High School Athletic Association) have therefore been changed so that girls may

now play on teams with boys, and males may coach female students.

The general-

ly overprotective regulations for girls (see Exhibit XVIII) are now called "recom-

mendations" in the Association's new recognition of the possible existence of

sexually discriminatory policies (which it will not admit publicly).

The recom-

mendations are still there, however (with minor changes), as a warning of how

the MHSAA would prefer girls' athletics to operate.

The Ann Arbor School Board,

in the fall of 1972, voted to join the Association for one year only, on condition that

it rid itself of practices and policies which make for discrimination based on race

and on sex.

The Board appointed a committee to help carry this out.

Meanwhile, a new Federal Law has been passed essentially forbidding sex

discrimination in the schools.

It is Title IX of the Education Amendments of 1972.

It reads, "No person in the U. S. shall on the basis of sex be excluded from partici-

pation in, be denied the benefits of, or be subjected to discrimination under any

education program receiving Federal financial assistance."

The initial guidelines

to Title IX include sex discrimination in athletics in publicly funded schools within

the coverage of the law.

They require that physical education classes, as other

classes, be coeducational, and spell out that "Instruction, training, coaching,

facilities, equipment, and opportunities to practice and compete in the same or

similar athletic activities must be provided equally to students of both sexes in

terms of both quantity and quality."

Male and female coaches of the same-named

activity must also be paid the same incremental wages.

In short, Title IX asks

essentially that female and male athletics be funded equally.

But this is not the

only law which must be considered in making a case for equal opportunity in

athletics.

The old Brown Decision of 1954, which attempted to desegregate schools

racially, said, "In the field of education, the doctrine of 'separate but equal'

has no place. "

The two history-making young women are Emily Barrett and Cindy Morris.

19.

FOREWORD TO THE ATHLETICS SECTION - Continued

And now, people are suddenly beginning to include "sex" as one of the

categories deserving "equal educational opportunity," the phrase derived from

the 14th Amendment's Equal Protection of the Laws clause.

The coming (: ) Equal Rights Amendment specifies, "Equality of rights

under the law shall not be denied or abridged by the United States or by any State

on account of sex, " and this includes the right of students of both sexes to avail

themselves equally of programs offered by a school.

Basically, it asks that the

same laws apply to all people, without bias.

The Equal Pay Act and the Equal Employment Opportun ity Act forbid dis-

crimination in employment and in pay for employees on account of sex. New York

passed a law in 1971, and a few other states have followed suit, saying that no person

may be excluded from courses of instruction or from athletic teams by reason of sex.

Although school systems have been remiss in following these laws, particularly

with regard to athletics, it looks as if the handwriting is on the wall: they now have

no option but to provide equal opportunity in athletics as well as in other areas.

Filing a complaint is as easy as writing a letter to the Office for Civil Rights in

Washington.

BUT how can school systems provide equal and not separate programs when

there are actual or societally created average differences in such parameters as

height, weight, strength, and speed between the sexes? Many critics of the new

legislation to establish coed teams rightly object that in many sports, this will give

only the one or two top female athletes the chance to participate in interscholastic

team sports, and even in these, where individual skill counts, as in track or in

swimming, the best girl would rarely be able to break the record of the best boy.

This would further discriminate against female students.

We are left, then, with

a tricky philosophical problem of providing a program that will be healthy physical-

ly, psychologically, and morally for students of both sexes, will take into account

actual differences in ability level between the sexes, will provide equal opportunity

for all students in the public schools, and will provide a unitary guiding system of

values for female and male students.

If a practice is considered harmful to one

sex, can it really be so good for the other?

A good solution to the problem will have to bear in mind a number of factors

and satisfy a number of conditions:

1) The solution must be workable in the near future and must not be unattainably

complicated, while at the same time being legal and avoiding the premise of

"separate but equal."

2) It must not get rid of the best aspects of existing male and female sports, but

on the other hand must eliminate the most detrimental of each.

For example,

female athletics usually do not turn away any interest _Id student. Male students

certainly deserve this right. And current male athletics tend to place an exag-

gerated emphasis on aggressive competition which, evidence indicates, may

serve to bring out the hostilities rather than the cooperative tendencies of young

people. A good program should lessen this syndrome in order to be healthy for

both sexes.

20.

FOREWORD TO THE ATHLETICS SECTION - Continued

3) It must recognize that parents of female children pay as much in school taxes

as parents of male children (or more, since girls outnumber boys) and are

entitled to equal expenditures on their behalf.

4) The solution must seek to ensure that students of varying athletic ability levels,

from the highly skilled to the relatively inept, will be able to find satisfactory

athletic activities of choice, in an attempt to help them gain interests and skills

that will be personally rewarding through life.

All are children of the public,

and all deserve equally the benefits of education.

5) It should take into account the actual (and perhaps even a few of the assumed)

differences between the sexes.

6) It must allow girls to enjoy the opportunity for full encouragement, training,

competition, excitement, publicity, and physical activity which they have been

denied for so long. This is particularly crucial at a time when a chief problem

in city high schools and junior highs is "tough girls" and "girl gangs."

7) It must recognize that interscholastic athletic activities, although they are en-

gaged in voluntarily, are financed mainly by public funds and are conducted in

the name of the public schools, and must therefore provide equality of oppor-

tunity for both sexes.

8) The solution must take into account that students as a whole, nowadays, seem

to be less interested in intense competition in many areas of life than they were

some years ago.

Personal satisfaction, competence, cooperation, and enjoyment

seem to be the'goals of many young people.

They are also on their own and in

"lifetime sports" gym classes engaging in athletic activities happily with members

of the other sex.

9) The solution must not permit students to be turned away from activities and

programs in which they are interested and potentially capable, by virtue of their

sex.

10) It must seek first to resolve the inequities in athletics before putting athletic and

non-athletic activities on a par and allowing students to choose a certain equiva-

lent expenditure of extra-curricular activities (as is done in some California

cities).

Need we emphasize that this will not be easy to bring about? But using some

ingenuity, school systems should be able to come up with equitable solutions. Perhaps

we should say they must come up with equitable solutions

or else the law will be

brought in.

Basically these solutions will have to aim for new kinds of athletic programs

based on interest and ability, enthusiasm and enjoyment, or on some sort of physical

ratios, rather than on the sex of the participants. Using these criteria, we would

end up with various assortments of predominantly male teams, strictly coed teams,

and predominantly female teams, all given the opportunity to compete interscholas-

tically and pleasurably with comparable teams. This seems also to be the direction

in which many students' thoughts are headed. A workable solution will realistically

have to allow for average real differences between the sexes in such parameters as

height, weight, strength, and speed.

FOREWORD TO THE ATHLETICS SECTION - Continued

21.

In some California towns, two methods are being used to attack the problem

in school and in recreational athletics.

There are some teams set up solely by age

brackets for children, young adults, and older adults, with several categories in

each.

In some other athletics, there are a certain number of spots designated for

females and a certain number for males.

Basketball teams, for example, may

have two spots reserved for young women.

There is also a height criterion. Any

given team is allowed only a certain total height of all members additively.

There-

fore, if there is one person more than six feet tall, there must also be one about

five feet tall.

These programs are said to be working successfully.

The Ann Arbor Recreation Department is now required by city resolution

to open all of its activities to people of both sexes.

If an activity is offered which

caters predominantly to one sex, it must be counterbalanced by one geared mainly

to the other.

The public junior and senior high schools in Michigan and in most other

states have a long tradition of highly competitive, male interscholastic sports,

tightly controlled by the male-oriented State High School Athletic Association.

When the high schools in Michigan held their basketball playoffs for about a month

in the spring of 1972, it was as though there were not a female student in the schools

of Michigan.

In order to offset this and to provide a philosophically as well as a

practically sound, equitable and legal athletic program for both females and males

in Michigan schools, we would recommend the following solution to the athletic

dilemma.

The following method for creating an equal opportunity athletic program was

presented to the Ann Arbor Board of Education in April, 1973, by Marcia Federbush,

of our Ann Arbor Committee to Eliminate Sex Discrimination in the Public Schools.

It is called the components approach and represents a more legal and more -workable

approach, we feel, than other groups currently are advocating. We must emphasize

that in publicly funded education, there is no room for a doctrine of "separate but

equal," which almost invariably ends up "separate and vastly unequal" for the more

oppressed group.

Administrative coordination between the male and the female

athletic programs in a school is essential if equal opportunity is to exist.

As needed

variations are made in perfecting the wording of this approach, they will be included

in future editions of Let Them Aspire.

The approach would maximize the opportunity for members of both sexes of

varying abilities to represent the school at athletic events.

First, we must make a firm commitment to equal opportunity and to adherence

to Title IX by specifying that NO student may be excluded from a team or an athletic

activity because of his or her sex. We may not legally limit girls to non-contact

sports only when playing with boys or with other girls.

New York has a State law

which reads, "No person shall be disqualified from state public and high school

athletic teams by reason of that person's sox, except pursuant to regulations promul-

gated by the commissioner of education."

We shall define team in such a way as to

make this easier to accept, but we must bear in mind that equal opportunity in public-

ly funded education means that each student will be able to benefit from activities

available to other students.

The rights of individuals in a free society to choose the

courses they wish to follow must be respected in public education.

22.

FOREWORD TO THE ATHLETICS SECTION - Continued

2) Each team, sport, or category will consist of the male and the female partici-

pants in that sport, in one or a variety of arrangements, from essentially sex-

separated to completely sex-integrated. TEAMS such as Basketball, Swimming,

Gymnastics, Track, Golf, Tennis, Skiing, Volleyball, and a number of other

activities which historically have appealed to -- and have been considered accept-

able for -- both sexes, then, will represent both the males and females in the sport.

We will call a single activity category a TEAM whenever possible.

3) Where sports exist which traditionally attract prepondently one sex over another,

the sports will be grouped into clusters of related activities, such as Football -Flag.

Football-Touch Football; Hockey-Field Hockey-Soccer; Baseball-Softball; Wrestling -

Judo- Karate; and so on, so that components catering to males and to females will be

represented within a cluster.

These multi-sports groupings we will refer to as

CLUSTERS.

4) Male and Female coaches within a TEAM or a CLUSTER, in consultation with

students, together shall coordinate, supervise, budget equitably for, and ensure

balance in activities for men and women students, ensuring that a common set of

values, policies, and regulations for practice and participation applies to both sexes

and that balanced predominantly sex-separated or strictly coeducational opportunities

for both sexes exist within the category.

Coaches of both sexes will be paid on the

same s cal e for the same activity.

Both female and male coaches shall be qualified

insofar as possible to assist with the coaching of students of both sexes within a

TEAM or a CLUSTER; and women and men coaches shall cooperate in the coaching,

training and accompanying of female and male students engaging in team sports.

Coaches in public schools, as other teachers who come in contact with youth, must

be able to teach students of both sexes and to deal with them humanely, equitably,

wisely, and reliably.

5) Each TEAM or CLUSTER will be composed of COMPONENTS, which may be pre-

dominantly male, predominantly female, or strictly coeducational.

Intramural, or

limitedly extramural components, as well as interscholastic components may also

be considered part of the TEAM. Attempts will be made, within each team or cluster,

to create components which are completely coeducational.

Coeducational components

may be based on factors such as height, ability, interest in participation, and so on,

so long as essentially equal numbers of members of both sex participate on a team.

Students may be assigned by sex when this factor is necessary to create components

with equal representation of the two sexes.

If our schools provide separate Intra-

mural and Limitedly Extramural Athletics, TEAMS will also be organized across

sexual lines to ensure the participation of both sexes within a sport, either in strictly

coeducational or in predominantly one-sexed components.

In general, where an ath-

letic opportunity exists which is intended primarily for one sex, this is to be balanced

by or paired with one intended primarily for the other sex.

6) Teams which compete interscholastically in sports in which females as well as

males regularly participate shall be represented in contests with other schools

by one highly coeducational component and/or by a predominantly male component

and a predominantly female component together contributing toward the success and

the ultimate score of the team.

Interscholastic competition shall be arranged in such

a way that, whenever possible, male and female athletes represent the TEAM in a

day's competition. For example, in the absence of strictly coeducational components,

23.

FOREWORD TO THE ATHLETICS SECTION - Continued

the male varsity basketball component and the female varsity basketball component,

or the female gymnastics component and the male gymnastics component will repre-

sent the TEAM at a meet.

So that the component of one sex will not be featured more

prominently at a meet, the component to play first will be determined either by the

toss of a coin or in prearranged fashion. ("Predominantly" male or female is implied.)

7) In cases in which a CLUSTER component basically of one sex-- for which there

is no direct counterpart for the other sex-- competes in interscholastic athletics,

this is to be balanced by or paired with a comparable component consisting chiefly

of members of the other sex also having the opportunity to compete interscholastically.

This is the case, for example, where women students tend to play Field Hockey, and

male students Ice Hockey.

Within each CLUSTER, attempts should be made to pro-

vide an activity appealing to members of both sexes.

If a school wishes to maintain

a sport which attracts a great deal of attention for one sex, such as Football, then

endeavors should be made to build a sport gaining competency and recognition for

the other sex.

8) To be consistent with the Equal Rights Amendment by allowing boys to play on

girls' teams as well as girls to play on boys' teams, a team, or a component of a

TEAM, may be considered a predominantly girls' team or component or a predomi-

nantly boys' team or component if it contains up to O% of members of the opposite

sex. If the number of qualifying 4tudents of the opposite sex seeking team member-

ship exceeds ao% of the total number of qualifying students seeking team membership,

the school must establish in that sport an additional, coeducational team (or component)

and/or one composed predominantly of the opposite sex. In each bi-component inter-

schoo' category, up to2O% sex crossover may occur ona comparable competitive basis.,

9) Where females and males play interscholastically within the same sport, their

seasons of play will coincide so that components of both sexes can represent their

school together.

They will therefore have equal use of facilities and equipment.

Intramural, limitedly extramural, or other components of both sexes may participate

in seasonal sports outside of the regular season.

10) Participating schools will inform other schools with which they play that their

girls' as well as their boys' components, or their coeducational component, will

appear at competitions in such activities as Basketball, Track, Swimming, Gym-

nastics, Tennis,. Golf, and Volleyball, and that arranger .ents must be made accord-

ingly for fair competition. Schools will only play with teams and join leagues that

will welcome students of both sexes to participate in competition.

Attempts will be

made to arrange league and interscholastic games within reasonable access to the

school' s students.

11)

In order to build an cqual opportunity, coeducational athletic program, when

this concept tends to be relatively foreign to Michigan interscholastic athletics,

intramural, limitedly extramural, and new interscholastic programs will be created

to offer coaching and team play opportunities on a coeducational basis using any of

a variety of methods of grouping students.

An eventual interscholastic athletics

program should be an outgrowth of a fine physical education or intramural program.

12)

The Athletic program will be led by co-directors, male and female, paid the

same salary and receiving the same benefits.

The two directors will cooperate in

organizing and coordinating the predominantly male, predominantly female, and

truly coeducational components into an effective an

sound athletic program for all

students.

Z4.

FOREWORD TO THE ATHLETICS SECTION - Continued

We ask school systems everywhere to recognize the inevitability and

reasonableness of this approach in publicly funded, coeducational educational

institutions, and to work toward its implementation so that both sexes receive

the full measure of equal opportunity they deserve.

21.

THE ATHLETIC PROGRAM -(The previous section indicates our newest thoughts.

The Michigan High School Athletic Association governs the interscholastic

athletic activities of all high schools and junior highs in the state.

There are

about 223 Representative Council and Committee positions governing all facets of

the Association.

Of these, seven women comprise the Girls'Athletics Advisory

Committee. ALL OTHER OFFICE HOLDERS REGULATING HIGH SCHOOL AND

JUNIOR HIGH SCHOOL ATHLETICS IN MICHIGAN ARE MEN. (See Exhibit XVII. )

Included among the sports represented by men alone are swimming, basketball;

track and field, tennis, golf, and gymnastics, all of which everyone would agree

should be open to women. There are also a variety of committees dealing with

other phases of the Association's activities, not one of which contains a woman.

This indicates without a doubt that there is no attempt to attain female competence

in interscholastic athletics in the schools of Michigan.

Included in the handbook of the Michigan High School Athletic Association

are the clearly prejudicial rules shown in Exhibit XVIII, which pertain exclusively

to girls.

These have been c- eated by the Girls' Athletic Advisory Committee,

some of them fairly recently.

Where we have been able to locate the pertinent

boys' rule, we have placed it alongside the girls'.

These rules, particularly

numbers 1 and 5, severely handicap fine girl athletes interested in competition.

They cannot benefit from the coaching available to boys (all girls' earns must be

coached by women), and they cannot partake on a teaiii containing boys.

They

must therefore join outside organizations, such as the Amateur Athletic Union

(AAU) and pay fees for coaches, for pool time, for busing, and for entrance to

competitions.

We ild.ve informed Marilyn Jean Kelly and Annetta Miller, the two women

members of the State Board of Education, of these inequities, and they have called

for a complete report from the Michigan High School Athletic Association.

(See

Exhibit XIX.)

If the Board of Education does not revise its rulings which affect

high school girls throughout the state, a prominent University professor and some

of his students are willing to sue on behalf of an outstanding 16 year-old female

tennis player in an Ann Arbor high school.

Because she has not been able to be

coached by her school's tennis coach (a male) and has not been able to play on

teams with boys (although she is more capable than the male tennis players), she

has had to be coached expensively outside the schools.

She has also had to pay

for entrance and busing fees to competitive games.

Our point in bringing this to the attention of the Ann Arbor Board of Educa-

tion is that the Ann Arbor schools by and large follow the restrictions of the MHSAA

in regard to girls' athletics.

There is an enormous disparity between the inter-

scholastic athletic programs for boys and girls in our schools.

25.

21. THE ATHLETIC PROGRAM - Continued

We would like to see the Ann Arbor schools strive for an athletic program

which would provide every school child with some activity meaningful for him or

her personally, without regard to prejudicial state rulings or to antiquated philoso-

phies that prevent girls from functioning effectively.

(In 1973, the School Board voted to join MHSAA for one year only on condition

that it rid itself of racist and sexist practices, and appointed a committee to help to

bring this about. This committee produced and presented a report entitled A Guide

to the Building of Equal Opportunity into the Constitution, Structure, and Handbook

of the Michigan High School Athletic Association, Inc. Following this, a group of

coaches of girls' teams from across the state, led largely by Helen Connolly of

Pioneer High School, sued MHSAA for non-inclusion of women in decision-making

involving women's sports. The Civil Rights Corrynniqsion joined in the suit, the

outcome of which is not yet known. )

22. COACHES

Exhibit XX shows the percentage above base (B) or contract (C) pay received

by various membe...s of the high school coaching staff.

(From the Master Agreement

between the Ann Arbor Education Association and the Board of Education. ) Coaches

and assistant coaches are generally members of the regular teaching staff who devote

extra-curricular time to coaching sports. Although this list includes tennis, golf,

track, gymnastics, swimming, and basketball, sports in which girls traditionally

compete, none of these coaches is available to girls. (One would think that girls

might at least rate the use of the tennis coach, since tennis was first introduced to

America by Mary Ewing Outerbridge in 1874. )

Since the Michigan High School

Athletic

Association specifies that women must coach girls and that girls may not

be on teams with boys, and since the Ann Arbor Schools are not likely to hire a female

coach especially for a limited number of girls, it seems that girls may not bcncfit

from the services of these coaches. No girl, no matter how extraordinary, is known

ever to have benefited from the athletic trainer, who receives 30% above base.

Who coaches girls? Note the category, "Girls Athletic Club."

This includes

the two or three women gym teachers in each school. These women, who receive 11%

above base, coach all the girls' sports, with the exception of an occasional extra

teacher or college student who helps out.

Assuming that both of the high schools have all of the male coaches listed in

Exhibit XX, the percentages above base or contract salary add up to 304% per high

school, or 608% for the two high schools, an equivalent of six salaries. Assuming

that there are two female teachers in each high school who run the entire extracur-

ricular athletic program for girls, each receiving 11% above base, then the four of

them earn a total of 44% of a salary. You will

note, that the Cheerleaders' coach -

who helps girls to spur on boys' sports - receives 14% above base.

(This is actually

a very time-consuming job.)

If the coaching salaries for Modern Dance (which may

include some boys), Cheerleaders, Aquaneers, and Girls Athletic Club are added,

allowing two of these last in each school, girls' athletic coaches in the two high

schools receive altogether a total of 88% of one salary.

There are a few ways to remedy this situation and to make it more equitable

to both sexes:

26.

22. COACHES - Continued

Since the state rules do not specify that boys must be coached by men,

women can be sought to coach as many teams as possible.

This would permit

girls who desired it to receive specialized coaching along with the boys. They

would still be unable to play on coed teams, however. There have actually been

at least two cases in which extraordinary women athletes, a tennis player and a

golfer, have been denied positions in the Ann Arbor school system, although they

would have been superb teachers and coaches, and would certainly have upgraded

the programs for girls. (Both had no trouble finding positions in local universities.)

(See Exhibit XXb for the grossly unfair athletic salary scale negotiated in the 1971-

1973 Master Agreement.

Girls' Interscholastic Athletic Coaches receive 5% of base

salary per sport "as needed." Compare this with the index figures budgeted for

coaches of boys' teams.)

The junior high school coaches (see Exhibit XXI) are paid on a percentage

basis, as are the male coaches in the high schools.

The football, basketball, and

wrestling coaches are paid a higher percentage than any of the girls' coaches, but

the differences are not extraordinary,

(Although it looks from this chart as though

junior high school girls and boys have the same access to coaching, it must be

pointed out that each of the junior highs provides girls with only a limited number

of these sports, while most of the activities are available to boys in each school.

There is no junior high school girls' gymnastics, for example.) Women coaches

for high school girls might also request a percentage above salary for each sport

coached.

(It is not clear why they have not done this.)

A suggestion which would benefit fine girl athletes would be for the school

system to break the rules of the MHSAA and to permit girls who wish to receive

specialized coaching in such fields as track, gymnastics, swimming, golf, and

tennis, to be coached and to play along with the boys either on coeducational or

on predominantly sex-separated components.

Two of our four junior high schools

already have male coaches for girls' teams, which means that some rules are al-

ready being broken. As mentioned previously, the rules are clearly prejudicial

and are being reviewed by the State Board of Education. The Ann Arbor Board of

Education should certainly join in insisting that the MHSAA make its rules undis-

criminatory.

(This action actually was taken in 1972-73. )

Meanwhile, the incoming president of the Ann Arbor Education Association

has promised that the inequities in the pay for male and female coaches and in the

variety of coaching offered to boys and to girls will be studied and changed. (The

result of this negotiation turned out to be highly inequitable also.

Coaches of

girls' teams are now paid 5% of base pay "as needed" while coaches of boys teams

are awarded 6%, for an Assistant Tennis Coach job, to 20% for the Head Basket-

ball Coach The Athletic Trainer, not available to girls, receives 30% of base pay.)

We are aware that some alterations are now in progress. We ask the Board not to

sign a contract with the AAEA until such drastic inequalities are resolved. We also

ask the Board to issue a statement that would permit girls to be coached by men and

to play equitably on teams with boys when no comparable athletic activity is available

to them.

If this means that boys will have to wear swim suits (now provided or

rented by the schools to girls), then this is just one of the prices that will have to be

paid for providing quality, equal educational opportunity for girls and for boys."

(Physical education classes during school hours now are coeducational and stress

Life Sports. ) Paying for elementary school coaching might be studied.

27.

22. COACHES - Continued

We must ensure that girls who are eager to participate in athletics and who

wish to pursue sports careers professionally (they pay very well) and avocationally

may receive their training and the use of facilities through the schools. These priv-

ileges are accorded to boys. Girls should not have to spend great sums to receive

their training and competitive experience elsewhere. As mentioned earlier, a law

professor and his students are interested in bringing suit to ensure that girls will

have access to the best athletic opportunities the schools can offer.

A final alternative would be for the schools to lessen their emphasis on the

boys' interscholastic program drastically in order to give boys equal opportunity

with girls.

No boy should be excluded from participation in a sport (cut) in which

he is interested because he "cannot make the varsity or junior varsity team." In

this regard girls' sports are more equitable.

23. ATHLETIC BUDGET

In last year's Annual Financial Report, the expenditures for high school

activities are listed.

(See Exhibit XXII. )

All of the boys' sports for which coaches

are provided (see preceding section) are itemized. If the disbursements for all of

them in the two high schools are totaled, it can be seen that $68, 025 was spent on

boys' interscholastic athletics last year, NOT INCLUDING COACHING SALARIES.

(There are items in the budget, such as Six A League and South Central League,

which we assume to be boys' activities, but which we have not included in our ad-

dition. )

If the expenditures for girls' athletic activities are summed, it will be

seen that the figures for the two schools total $6, 296, not including coaching.

LAST YEAR, ANN ARBOR SPENT MORE THAN 10 TIMES AS MUCH MONEY FOR

BOYS' ATHLETICS AS FOR GIRLS'.

At the junior high school level, only Slauson

School itemized its Boys Athletics and Girls Athletics, $1, 399 for boys versus

$1 90 for girls (plus an incredible $752 for girls' swim suits).

Thus the extreme

imbalance also extends down to the junior high schools.

Women junior high school

gym teachers tell us also that great sums are spent on boys' football, which are

not itemized in the budget.

School officials concerned with the budget tell us that high school football

brings in such large receipts that the sport has paid off a stadium. They imply

that because boys' sports bring in so much money, a greater expenditure is justi-

fied. A moment's reflection should reveal that it is the amount expended on a

pupil which indicates the school's concern, not the amount received. Public

schools are not supposed to be profit-making institutions.

If a sport is able to

raise money for the schools, so much the better. But the receipt of money must

not be used as a rationalization for the huge imbalances in the expenditures between

girls and boys. It is not girls' faults that in our culture nothing they do can draw

the audiences attracted to male sports. Our schools, however, might take a look

at Iowa.

There, girls'

basketball is a successful, money-making venture, provid-

ing far more interest and revenue than boys' basketball.

(See Exhibit XXIII.) Our

schools, however, would have to change their attitudes against girls' spectator

sports to institute such a program.

We insist that the Ann Arbor Board of Education review the huge disparity

between boys' and girls' athletic financing, and create a balanced, coordinated

budget. Girls must be provided with the serious opportunity to enjoy, to partake in,

and to excel at sports, even to aim for Olympic competition if they wish. At present,

it seems that an extraordinary amount of money is being spent to benefit a limited

number of students.

28.

24. EXTRA-CURRICULAR ACTIVITIES WITH CREDIT; SCHOLARSHIPS

Until very recently, boys were able to receive school credits for taking part

in football, wrestling, tennis, cross country, swimming, baseball, basketball,

golf, track, gymnastics, and hockey instead of gym.

This list coincides with the

list for which coaches and funding are provided.

(See Exhibit XXIV.) There are

no girls' activities listed for credit.

We are told that this has been changed, but

certainly not because it was unfair to girls.

It has also been pointed out to us by a female high school student that boys

have another advantage over girls: they may receive athletic scholarships.

25. REMOVING JUNIOR HIGH SCHOOL GYM TEACHERS

It may be of interest to the Board of Education that last year each junior

high school had three male and three female gym teachers. This year, with the

necessity of saving money, one physical education teacher was cut from each

school, NONE OF THEM MALE. This means that two women teachers now must

do the work that three did last year. (One school has a third part-time teacher.)

To quote one highly experienced teacher, "I can't give the girls any more than I'm

doing now.

I'm too tired."

It is obviously the girl students who will suffer from

this willingness to cut back on female staff exclusively.

We ask that the Board search for a way to relieve this clearcut imbalance,

preferably by having gym teachers

of both sexes in equal numbers teach

students of both sexes.

Nor should w omen gym teachers be re s p on s ible for

the girls' sports program. We ask, too, that in the future, if a similar situation

arises, the Administration take meticulous care not to eliminate teachers serving

one sex in greater proportion than teachers serving the other.

26. JUNIOR HIGH SCHOOL REQUIRED GYM

In order to encourage girls to learn the excitement, the personal skill, and

the formal rules of team and individual sports, it would be preferable for girls to

have their required semester of physical education in the seventh grade when they

first enter junior high school, rather than in the ninth grade as has now been pro-

posed by the Administration.

By the time they are in the ninth grade, it may be

too late to undo unfortunate habits and attitudes against athletic activities. The

junior high school gym teachers have recommended that girls be given one required

semester of daily gym in the seventh grade and one semester during the alternate

season of the eighth grade to provide the necessary skills and inspiration from the

beginning.

At the seventh grade level, they say, girls' bones and muscles and at-

titudes are more flexible than at the later time. (This decision must apply also to boys.)

We ask the Board to find a means of honoring these teachers' wishes.

27. BATHING CAPS

If girls are required to wear bathing caps in these days of "unisex" hair

styles, then their is no conceivable reason for boys not to wear them also.

Or, on

the other hand, if boys are not required to wear caps, then girls must be permitted

to go without them as well.

An announcement to swimmers must be made to this effect.

29.

28. CULMINATING DAY

When one thinks of interscholastic sports, one pictures teams from various

schools regularly playing those from other schools in the same category, until one

team accumulates the greatest number of victories.

If a team builds up enthusiasm

to win a certain game and then loses, the members feel greatly let down, but then

they can always hope to win the next game.

This also allows (hopefully) a large

number of students to participate in different games. Not so for junior high school

girls in Ann Arbor.

At the end of a season's practice in a sport, there is a single culminating

day, in which selected eighth and ninth grade teams from each school compete with

similar teams from other schools.

(There are two interscholastic game days in

basketball now.) An entire season of a sport culminates in one or two games, in

which only a few chosen girls may partake.

It is small wonder that the win or loss

of that game takes on exaggerated emotional significance (refusal to shake hands,

accusations of cheating, etc.)

in the lives of some of the girls.

When girls ask,

" Why can't we compete with other schools the way boys do?," the answer tends to

be, "We haven't the facilities, the busing, or the staff." There has always been a

feeling in our schools that young, teen-aged girls are delicate and need to be pro-

tected. It has been felt that they should not be too competitive or play in spectator

sports.

One look at junior high school girls today should convince an observer that

they, as well as boys, need constructive outlets for their competitive tendencies.

Ann Arbor has had girl athletes of Olympic calibre who have received no help from

our schools.

(See Exhibit XXVI.) They have not been able to receive coaching (from

a male) or play on a coed team or compete with other schools.

We ask the Board of Education to ascertain that junior and senior high school

girls will have the same accessibility to a well-rounded interscholastic sports pro-

gram as boys have.

It is somewhat ironic that while we are fighting for the state's

athletic rules to permit junior high school girls as well as boys to be able to play in

ten games of interscholastic basketball instead of only five, junior high school girls

in Ann Arbor may play in only one or two.

29. GENTLEMEN FIRST

We have been told by junior high school gym teachers that at the beginning of

the school year, the proposed calendar for the boys' athletics program is sent to the

Administration and approved.

After this, the schedule for girls' sports is fitted

around the boys' program with regard to the scheduling of interscholastic games and

the use of pools, gyms, and equipment. Women in physical education have become

accustomed to second-rate treatment and have probably not complained about this

before. The girls apparently do receive approximately equal usage of the facilities,

although the number of female participants is smaller than that of male, but they are

granted this usage generally out of season.

We ask that boys and girls equally be provided with encouragement, inspiration,

and opportunity to explore the excitement of team and individual sports, particularly

at the junior high school level when students, by and large, are just being introduced

to the athletic programs of the schools. It is not necessary to throw boys directly

into a highly competitive, seasonal schedule, while letting girls practice and play

only when it is convenient.

30.

30. FOOTBALL

It has been brought to our attention that the junior high school boys' football

program seems to be subsidized out of proportion with respect to girls' athletic

programs.

While women gym teachers in some schools have been begging for years

for new mats, new fans, and other equipment, the boys' football teams seem always

to receive whatever they request} from busing to expensive new uniforms. We ask

the Board to scrutinize the extraordinary discrepancy in funds given to Football as

opposed to other sports, particularly to those for girls. It is unnecessary for the

extreme favoritism shown to boys in sports to begin so markedly at the junior high

school level.

31. MALE COACHES FOR FEMALE (AND MALE) TEAMS

We are told that the state ruling regarding female coaches for girls' teams*

was created in 1949 for three reasons, most of which are still used by some male

physical education directors in our schools.

When asked, for example, why junior high school girls cannot be coached

in swimming along with the boys, it is said that:

1. Male coaches would be tempted to take physical liberties with girls.

(They

seem trustworthy, however, when teaching girls English.)

2. Male coaches would push girls too hard competitively.

3. Women coaches fear that their limited coaching jobs would be usurped by men.

4. In the case of swimming, boys would have to wear swim suits (which might

easily be arranged).

It is number 2 to which we wish to direct your attention.

We are told that the reason the girls' athletic program is so vastly different

from and less competitive than the boys' is that "we don't want to fall into the same

pitfalls that plague the boys' athletic program." This suggests that maybe the boys'

athletic program can use some changes to make it more humane.

Perhaps male

coaches would not only push girls too hard; perhaps they are pushing boys too hard

also. It seems feasible that our entire system of athletics which so discriminates

against girls must also be discriminating against a vast number of boys who are not

star athletes, when we emphasize highly competitive team sports so strongly.

Most of the team coaches and assistant coaches, for whom high supplementary

wages are guaranteed (for boys' sports) in the Master Agreement, are not trained

physical education teachers. They are generally teachers of other subjects who have

skill in the sport they coach.

If the schools need fear that male coaches would push girls too hard or be in-

discrete with them, this strongly suggests that the schools ought to formulate a policy

with regard to the coaching of coaches of interscholastic sports. They should be

instructed not only in psychological aspects of competition, but also in anatomy,

physiology, and other areas pertinent to athletic training. They might then be quali-

fied to coach girls reliably. Since the State Board of Education will undoubtedly

change its rulings concerning the necessity of having female coaches for girl athletes,

the Ann Arbor schools should begin to plan accordingly.

(* This was changed in 1972-73. )

31.

32. WEDNESDAY USE OF GYMS

The recent Ann Arbor School Boards have probably made an error in

deciding to build Scar lett Junior High School and its as yet unfinished duplicate

school with one high-ceilinged gym and one low-ceilinged one, although undoubtedly

some money was saved.

While sports such as gymnastics, dancing, and wrestling

can be carried out in a high-ceilinged room, the team sports of basketball and

volleyball, which attract a great many participants, cannot be played in a low-ceil-

inged gym.

With several boys' and several girls' teams in a sport, the current

four-day-a-week schedule will not permit a full interscholastic and intramural

program for both sexes to take place.

And since the boys' teams engage in an

energetic interscholastic schedule, it is (again) the girls' teams which suffer.

longer is it feasible, either, to have two girls' teams playing on a half court simul-

taneously, for now Ann Arbor girls play the same full-court rules that boys do.

Tappan Junior High School has a recreation building which apparently is totally un-

usable for volleyball and basketball.

With the great increase in the number of stu-

dents each school now is handling, the most desirable solutions would be to add a

gym to each junior high school, or to raise the ceilings of the low-ceilinged gyms.

Since we do not expect favorable responses to these suggestions, we will instead

suggest that the current restrictions on the use of the school buildings (in order

that students may receive religious instruction) on Wednesdays be stopped.

that more team participation on the part of students may take place, those who wish

to receive religious training might choose a different day on which to practice in the

gym. Schools now have teachers' meetings on Wednesdays. It has been suggested

to us by gym teachers that one teacher might attend the meeting while another coaches

an athletic activity.

We urge the Board to be sure that extracurricular sports activities will con-

tinue even when all the junior high schools are on a split schedule.

33. POLICY REGARDING ATHLETICS

In line with the suggestion in Section 26 that the Board of Education formulate

a policy concerning the coaching of coaches, we feel that an overall change of athletic

policy should be contemplated, dealing at least with the following points:

Methods for achieving a truly equal-opportunity athletic program for female

and male students, with a guiding set of athletic values applicable and health-

ful to all;

2. The possibilit { of having more intramural or limitedly interscholastic athletic

activities, as opposed to rigorously competitive, interscholastic league sports,

to allow students of all ability levels, not just the star athletes to participate

in a sport of their choosing;

3. Means of encouraging more girls to participate in sports, and allowing more

interscholastic competition for girls than at present, including their perform-

ing in spectator sports.

We feel that the policy for boys and for girls should

be the same;

4. Ways of approximating equality in the athletic budget for males and females

and of ensuring that the programs offer equal expenditure of time, interest,

recognition, coaching skills, and use of equipment and facilities.

(See Fore-

word to this section.)

3 Z.

34. FAMILY LIVING

We hope that teachers of the Family Living courses at the high schools use

better judgment than some of their textbooks in discussing such subjects as deviancy

and premarital sex.

Differences in the meaning of a sexual relationship. In

a sexual involvement, the girl has more to lose than the boy,

in several different ways. Even if no unanticipated pregnancy

occurs, girls tend to be more emotionally committed than

boys before they will have sexual relations. Girls tend not to

engage in sex activity unless they believe that the boy really

loves them and that the relationship is a meaningful one.

For

a boy, sexual enjoyment may be an end in itself, not especially

dependent upon commitment to a relationship with this particu-

lar girl.

This difference in their approach to sexual relations

can be extremely damaging to a girl's conception of herself

when she later realizes that this is the case.

She is hurt when

sex represents a meaningful love relationship to her but she

finds that, to him it does not have that implication.

This is es-

pecially destructive because many girls who have premarital

sexual relations have a special need and desire for a rewarding

and supportive relationship with someone outside their families.

Our studies of thousands of young people who do and do not en-

gage in premarital sex show that girls from unhappy families

with serious problems are much more likely to have premarital

Underlining

sexual relations than are girls from happy families.

The secure

not in girl who has received emotional support and nurture at home in

original, her growth toward maturity is better able to take the long view

and to think of the potential effect on her own and the boy's future

if they should become too deeply involved with each other too

early. Thus, unfortunately, the girl who most needs a good

permanent relationship is the one most likely to suffer the trauma

of the disillusioning conclusion that she has been used or exploited

by someone of her own age whom she cared for.

Further, research studies show that the girl who has sexual

relations in one love affair tends to follow the same pattern after-

wards when she is going with a different boy.

Although in each

affair a girl may believe that this time it is truly love and '.at

they are equally committed to each other, still her pattern of be-

havior tends to become prosmiscuous. She may after a while have

the fatalistic feeling that after all she is no longer a virgin so what

does it matter.1

In the above example, the authors seem to condone promiscuity in boys and

not in,girls.

They discuss girls' need for love and permanence (as opposed to boys'

enjoyment of sex as an end in itself), and say that girls who engage in premarital

sex are insecure and come, by and large, from troubled homes.

They do not con-

sider the possibility that the same may be true of boys - that boys from secure

homes may wish to be emotionally involved with their sex partners and may not

need to prove themselves sexually as much as boys who have received inadequate

family love.

Nor is the boy's future the girl's responsibility.

33.

34. FAMILY LIVING - Continued

"Further, research studies show that the girl who has sexual relations in one

love affair tends to follow the same pattern afterwards when she is going with a dif-

ferent boy."

That sentence can certainly be read with the sexes interchanged. In

the authors' minds, the disgrace caused by losing one's virginity is the crux of the

problem.

This is the epitome of the double standard.

The book currently used in Ann Arbor's high school classes handles this issue

more equitably, but then states the following with regard to students' stepping out of

conventional roles ("deviance"):

People who exhibit traits of the opposite sex are often

regarded with some misgivings,

Girls who have highly

developed masculine skills are generally accepted as torn-

boys. But after the age of twelve or thirteen, a girl who

is a good ball-player or who plays boys' games with boys

is often regarded with some doubt.

There are other more

acceptable athletic skills such as swimming, water skiing,

tennis, and golf; but even in these sports, a girl who is

regularly more outstanding than boys may be viewed with

some skepticism.

Boys who have highly developed feminine skills and

interests are regarded with amused tolerance as young

children, but if they grow up to talk and act like girls this

is generally seen as undesirable.

By failing to add any suggestion of the value of one's own individual differences

and areas of competence, the message left with the student is, "You'd better not be

interested in different things than most members of your sex. If you do, you're

queer (' deviant').." The girl student is clearly told not to be more outstanding than

boys.

It would be desirable to scrap some of these books currently used to teach

Family Living type courses, aside from their promoting double standards of morality

and teaching students to aim for the cultural norm. For instance, sex and love, sub-

jects of intense personal interest to adolescents, are handled in a cold, textbook-like

approach, with standard questions at the end of each chapter.

We ask that teachers of these courses be chosen with exquisite care to ensure

that they are greatly sensitive to the problems of youth, and are not guilty of imposing

separate standards on boys and on girls.

We ask, too, that sex education classes, currently in the elementary schools,

be devoid of imparting these double standards, and of emphasizing stereotyped sexual

roles. (See Section 31.)

Landis, Judson T. and Mary G. Landis, Personal Adjustment, Marriage, and

Family Living, 1970, Prentice-Hall, Englewood Cliffs, N. T. ,

pp. 104-106.

2. Westlake, Helen G., Relationships, a Study in Human Behavior, 1969, Ginn

and Company, Boston, pg. 207.

34.

35. SEX EDUCATION

We should like to call attention to a number of aspects of Ann Arbor's Sex

Education program which must be upgraded or modified.

Although the school officials in charge of the Sex Education Program insist

that there is no formal emphasis in the elementary schools on the expected roles of

various family members, in practice many teachers are actually stressing strongly

what girls, boys, mommies, and daddies are supposed to do in families. We ask

vehemently that in view of the fact that many women are now striving to function ac-

cording to their abilities outside of the home, and since many families, especially

young couples, are working toward total cooperation and encouragement of individual

competence in family living, teachers must be instructed by the administration to

deemphasize stereotyped roles of family members in every way possible.

Stressing

role playing leads young children to categorize their parents in roles which they may

not even represent in actuality.

At the present time, too, when many people are living in a variety of untra-

ditional settings, such as communal groupings or marriageless partnerships, the

Ann Arbor Sex Education program and the state guidelines for sex education are

singularly anachronistic, with their total stress on normal, middle-class (usually

white) family life with two happy, role-playing parents.

Also, particularly for young children, it is preferable for matters pertaining

to reproduction to be brought up as naturally as possible whenever related topics

arise, rather than to have special, regular,' rather intense presentations at set times.

There is a certain scariness about watching film strips in darkened rooms that might

tend to make sex education,more severe than it deserves to be.

Unfortunately, ac-

cording to Michigan's Attorney General, sex education may not be integrated with the

rest of the curriculum since parents may legally have their children excluded from

sex education discussions.

We ask our school system not only to lobby actively

against restrictive rulings of this sort, but also to trust the judgment of teachers in

including the reproduction of life as an integral part of the nature of living things.

It would be desirable, too, if teachers from kindergarten through high school

were counseled to spot cases of sexual difficulty in children which interfere with

their own and with other children's well-being.

Hopefully, our schools have diag-

nostic and counseling facilities which will help children to attain personal comfort at

as early an age as possible.

It is also essential that students in classes for the mentally and physically

handicapped be treated as fully human beings and be given appropriate access to sex

education.

Among the aims of an enlightened sex education program should certainly be

the following:

Adolescents should be sympathetically made aware of the overwhelming and perhaps

frightening sexual changes and urges that may overtake them at this sensitive age,

and should be imbued with the need for control over their own bodies and for exer-

cising great responsibility not to hurt or to molest other people, particularly

younger ones who cannot defend themselves.

The state guidelines stress that ele-

mentary grade children be forewarned so that they will not become the victims of

molestation (P. 13). We suggest that youngsters be helped not to become the pur-

petrators of child molestation as well.

35.

35. SEX EDUCATION - Continued

2. Young people, FEMALE AS WELL AS MALE, frequently have great need to feel

that their bodies and their feelings are within the range of normality, since these

are types of topics they may feel reticent to discuss with others. A survey of the

material brought home by a fifth grader, for example, gave no indication that

GIRLS have external genitalia.

Since size and shape of sexual organs seemto be

of critical concern often, to young people, then an understanding sex education

program should consider these needs and emphasize human variability as well

as similarity.

3. A good sex education program must never make a student feel criminal, dangerous,

profoundly guilty, or hopelessly deviant for his or her sexual habits, feelings, and

thoughts (although Michigan's guidelines, P. 13, would seem to encourage these

feelings). In the sex education classes of a major city, when homosexuality is

discussed, boys are led into a darkened auditorium and shown a film in which a

sinister figure in a black cape appears as the homosexual seducer. In view of the

fact that a great number of young people, particularly young teenagers, have

crushes on teachers, coaches, and students of the same sex, and frequently feel

different from other children, any act which serves to frighten students with re-

spect to homosexuality will tend to make those having such proclivities feel in-

creasingly abnormal or "deviant," may make them unable to discuss these feelings

with others, and may drive them to lives of street solicitation and unhappy promis-

cuity.

Since "Personal Adjustment" textbooks seem not to mention the work homo-

sexuality (except to discourage students from "deviance," as in the quotation on P. 25),

the topic should certainly be discussed openly and unmoralistically in clamor.

There

should be a trustworthy, sensitive staff member at junior high and high schools with

whom students can discuss matters pertaining to homoseAu.ality and who can inform

.students of resources in the city which will make them feel more acceptable. Our

school system ought to pressure the State Education Department in its guidelines to

deemphasize the stress laid on "socially deriant behavior" when, for example, homo-

sexuality is discussed.

It would be better tc, have no sex education program at all

than to ostracize a student for the direction of his or her sexuality.

4. And last, an outstanding difficulty imposed upon our schools by clearly outlandish

state laws, is the inability to teach openly about birth control. Below are two

seemingly contradictory laws related to the teaching of Health and Physical Edu-

cation:

Section 782 of the General School Laws, based on Public Act 266 of 1949 reads:

"Provided, however, That it is not the intention or purpose of this act to give

the right of instruction in birth control and it is hereby expressly prohibited to

any person to offer or give any instruction in said subject of birth control or

offer any advice or information with respect to said subject."

Section 789b, part (d) of Act No. 44 of the Public Acts of 1968 reads:

"d. Recommend and provide leadership for sex education instruction established

by the local school district, including guidelines for family planning information."

(underlining not in the original)

36.

35. SEX EDUCATION - Continued

This second act seems to suggest that sex education classes may discuss "family

planning," but this according to the State Department of Education's guidelines may

include such topics as "the values of marital love and stability," responsible parent-

hood, "job prospects and continuing education for parents," and so on, (Pp. 17-19.)

THE CURRENT LEGISLATION STILL PROHIBITS "THE TEACHING OF BIRTH

CONTROL OR PROVIDING ANY INFORMATION IN REGARD TO BIRTH CONTROL."

(P. 3. ) (The preceding quotations and references are from Sex Education and Family

Information, the Michigan Department of Education's guidelines to sex education.)

One of the ultimate aims of sex education is surely the teaching of birth

control - that is, the conception and production of children who are planned, wanted,

and loved. It is vital, therefore, that students (who in far greater numbers than

heretofore imagined, are having sexual relationships) be equipped with the knowledge

of the prevention of unwanted pregnancies. It may seem surprising in these modern

times to learn that the great majority of youthful, unwed mothers had no reliable

knowledge of birth control techniques before becoming pregnant.

In view of the fact that there is no more stigmatizing, handicapping occurrence

in a young girl's life than the birth of an illigitimate child, we ask the administration

to lobby at. the state level for the repeal of obnoxious laws that work only to the detri-

ment of students, and, if necessary, to break these laws in order to bring about a

test case.

There are lawyers in Ann Arbor who are willing to take up this challenge.

Although the laws do not specifically refer to abortion, this is, we are told,

also a forbidden topic in Michigan's schools (although our newspapers are full of news

items about abortion law reform).

Preventing schools from teaching about birth control

may force them to have to counsel girls about abortion

If our schools are unwilling to instruct students in any matters pertaining to

birth control or abortion, then sex education teachers must at the very least be per-

mitted to refer students to agencies which can give counseling in these topics. (The

law permits the presentation of information regarding "the religious and medical re-

sources for family planning available in the community." )

(P. 19. )

We ask our school

system to acquaint students with the services of Planned Parenthood (which may soon

open a teen clinic) and the Crisis Walk-In Center, at every indicated opportunity.

36. UNDUE FAMILIARITY RULE

We ask that counselors be counseled to avoid inflicting double standards of

morality on students, for example, where the so-called "undue familiarity rule" is

involved. Students must not be made to feel that girls alone are responsible for

amorous acts (including hand holding) and their outcomes.

Adolescent boys must

not be encouraged to think of themselves as creatures of excusable, unbridled lust,

and adolescent girls divided into the "good girls" and the "temptresses." For

adolescents to grow into responsible adults, even more socially responsible than

some of their parents, both boys and girls must be accountable for their behavior,

with due concern for the welfare of the parties with whom they are interacting.

We have been informed of instances even in elementary school in which

young boyF, holding each other's hands or putting arms around each other's shoul-

ders, were requested to stop this "ungentlemanly" display or affection.

37.

36. UNDUE FAMILIARITY RULE - Continued

It has been suggested by some counselors that a specific discipline policy

be added cc the handbook, indicating how "undue familiarity" problems are to be

handled. We ask that such a policy be included, and that it be an unmoralistic,

humane policy which recognizes the affectional needs of young people.

37. RECOGNITION OF SINGLE PARENT AND NON-CONFORMING HOUSEHOLDS

At a time when more than 10% of America's families are headed by a woman

(according to Department of Labor statistics), and at a time when many children are

growing up in a variety of non-conforming family constellations, there is a distinct

lack of consideration in the Ann Arbor schools for the feelings and the problems en-

countered by children and adults living in these situations.

It is no doubt humiliating

for many children, for example, never to see a working mother or divorced parents

in their books.

(In one school with a high incidence of single parent families, favor-

able charts were noted which contained a variety of family settings.)

In some schools

there is still a "Fathers' Night," at which children proudly show off their accomplish-

ments to their fathers.

All too frequently, mothers are expected to be home and

available in the daytime to attend school events, to meet with teachers, or to serve

lunch to their children. Ann Arbor's traditional school lunch program in many in-

stances causes children with working mothers to feel "highly unusual." (The only

children living within a mile from school who may bring their lunch are those who

are poverty stricken or those with "highly unusual circumstances," such as having a

working or a student mother.) Even sex education classes for elementary children

invariably show two happy, cooperative parents in a household and do not touch on

the possibility of divorce.

We would ask that these difficulties he remedied in at least the following ways:

a) Reading and supplementary books must be sought which will make children from

atypical family settings feel more normal;

b) The Ann Arbor schools will have to become sensitive to the fact that many children

live with only one adult, who cannot necessarily be available for school functions

at times when the schools might wish them to be, Fathers' Nights (and Mothers'

Mornings) should be eliminated, parent conferences should be made at night if

need be, and school lunch programs should be available to any child wishing to

partake.

Also, sex education classes must allude in a normal fashion, without

pity or moral judgment, to the existence of many types of family relationships.

38. PREGNANT STUDENTS

In 1968, there were 24, 000 known live babies born to married or unmarried

women under the age of 18 in Michigan. Approximately 4, 000 of the pregnant girls

probably remained in their own schools or were enrolled in some special district

program while awaiting childbirth.

(2, 000 were actually accounted for.)

This

indicates that in Michigan, at least 20, 000 high school and junior high school aged

girls become lost to the schools of the state - and possibly to themselves - each year.

In Ann Arbor in 1968, there were 63 live births to girls under 18, but the

number of pregnant girls being educated in schools, at home, or in the Washtenaw

County Intermediate School District's Young Mothers Program was 21.

Only one-

third of these young women who should have been in school were accounted for.

38. PREGNANT STUDENTS - Continued

Ther.e is good reason for wanting to ensure that pregnant girls continue their

educations.

For unmarried girls, it will be essential that they be able to support

themselves and their children, and for this they need training.

If they are to earn

more than a barely substistence salary, they must have a diploma.

The chance of

being divorced for people who marry in their teens is far greater than the national

average for all divorces.

Again the young mother will have to be able to support

herself. For many of the young mothers-to-be, receiving a sensitive education at

this critical time may be the important factor in prevention of their personal social

deterioration.

The Ann Arbor Schools have no set, written policy with regard to their handling

of pregnant students.

They allow them to stay in school as long as they wish or to

enroll in the Young Mothers Program, and they accept the girls back after their

babies are born. As far as we can tell, they do not provide girls who are dropping

out of school with information steering them to the Young Mothers Program if they

need it even at some future time. Nor do they guarantee transportation to the facility

or provide comprehensive health service to the known, pregnant girls while they are

in school or follow up on what happens to them after the baby is born.

The State Board of Education has recently ruled that schools may not exclude

a pregnant girl if she wishes to remain (although some administrators in other areas

have expressed fears that the girls will miscarry in the halls).

Alternative regional

or district programs may be set up, to which the girls must be encouraged to go if

they do not wish to stay in their own schools.. There is also the stipulation that

TRANSPORTATION MUST BE PROVIDED TO THE ALTERNATIVE PROGRAM.

We ask our Board of Education and the Administration to do the following

things:

1. Lobby for State reimbursement for the transportation of pregnant girls to Young

Mothers Programs.

(Some districts will not set up such programs if they fear

that they will have to pay transportation expenses.)

2. Provide girls who are dropping out of school with information encouraging them

to participate in the Young Mothers Program in case they need it.

(Some girls

might be too shy to inform the schools that they are pregnant.)

3. Provide comprehensive health care and counseling for young, pregnant women

remaining in the schools.

4. Provide transportation for district girls who make use of the Young Mothers

Program.

5. Encourage girls to return to school after they have had their babies.

In the event that the Young Mothers Program is not retained at the end of

the 1972 school year, the Ann Arbor School System must make provisions for the

education and care of female students during and after pregnancy. Our schools

must help to ensure that the present lives of these young women will not be tainted

by feelings of disgrace or embarrassment, and that their future lives will not be

handicapped by real or imagined inadequacies caused by the premature termination

of their education.

39.

38. PREGNANT STUDENTS - Continued

In order to help guarantee that the young mothers continue their schooling

after childbirth, our schools must plan to set up childcare facilities, manned, if

necessary, by students during free periods. (This information was obtained from

Kay Forsythe of the Michigan Association Concerned with School Aged Parents,

and from Carol Hoffer, a teacher of the Young Mothers Program.)

(Since this section was written, Ann Arbor has initiated its own Program

for School-Aged Parents and has received Federal Revenue Sharing money to initiate

an Infant-Care Program for the children of students.)

39. CHILDCARE CENTERS (PRESCHOOL)

The Ann Arbor School System must begin to plan child-care facilities not only

for new mothers, but also for the children of school workers, teachers, and com-

munity residents.

In some states, this is known simply as preschool.

The presence

of such a facility in each school district would be a worthy educational goal.

Currently,

for example, a number of morning kindergarteners with working mothers have an in-

ordinately hard time finding transportation to child-care facilities in the afternoon.

In addition, many working mothers find it almost impossible to locate a center with

openings for their children.

A great advantage to having a child-care center adjoin-

ing a school is that parents might then drop off older and younger children at the

same time.

Advantages might also accrue to teachers and students.

It would be a

fine experience for older youngsters, male and female, to devote their free periods

to the care and study of small children.

Teachers (again female and male) might

receive an additional, fractional stipend (as coaches do) for administering child-care

programs on a part-time basis.

Or this activity might be considered a separate pre-

school program with professional staff specifically recruited for this purpose.

(This

method is,

of course, very expensive and would have to have cooperative funding from

a variety of governmental sources.)

The presence of both males and females in such

centers would help students greatly to remove in their own minds any stigma attached

to participation by men in the care of young children,

It must be emphasized that the most logical, most community oriented form

of child-care would be that associated with each school district.

40. WOMEN ADMINISTRATORS (AND HIGH SCHOOL TEACHERS)

At the present time, according to information given us, there are five female

principals in the 25 Ann Arbor elementary schools, and at least two female vice-

principals.

At the junior and senior high school levels, there are no principals and

there is one female vice-principal. Of the six people in the category of superintendent,

none is a woman. Four of the fourteen directors of various areas are women, and

five out of seven subject matter coordinators are women.

It is unfortunate, in view of the extraordinary number of excellent women

teachers and women receiving advanced degrees in education,, that so few are sought

or encouraged to be in administrative positions in the Ann Arbor schools.

Two of

the highest ranking women in our school system have separately asked us to find out

why there are so few women principals in the schools,. We shall ask the question for

them. WHY ARE THERE SO FEW WOMEN PRINCIPALS AND VICE-PRINCIPALS

IN THE ANN ARBOR SCHOOLS? (The answer given us by an authoritative person

in the schools was, "Face it; women have the babies so they have to take care of

the children.

If men had the babies, they would take care of the children.") At a

40. WOMEN ADMINISTRATORS (AND HIGH SCHOOL TEACHERS) - Continued

time when being a principal was a job commanding little status, most principals were

women, and many proved extraordinarily capable.

But now that the job is prestigious

and demanding in these difficult times, principalship seems to have become a male

profession Even high school teachers are now predominantly male.

Perhaps the most critical lack of women occurs in the junior and senior high

school administrations.

In our interviews with a number of school administrators

and in reviewing a large variety of course descriptions, we have heard and read such

a startling number of clearly prejudicial statements, that we feel these attitudes are

certainly imparted to students, either through advise on courses they should take and

careers they should follow, or through direct verbal statements. People cannot yet

seem to recognize as prejudicial many remarks made about females. Many adminis-

trators talk as if they think girls salivate at the words "children,""crafts," "cooking,"

and "sewing." We feel that there is a great need for students, particularly for female

students, to have personal contact with highly competent, sensitive women who will

encourage girls to gain capabilities and interests, and to use them throughout life;

women who will help other teachers and administrators in the schools to recognize

girls as serious, complete human beings who can aspire to lives of accomplishment.

We feel that it is no accident that the one junior high school with a woman

vice-principal was the only one to break precedent and independently to start coedu-

cational classes in industrial arts and in home economics, even at the seventh grade

level last semester.

We therefore ask the Board of Education to seek outstanding women to help

administer Ann Arbor's schools when such positions become available. And while

the Board is giving priority to the hiring of male elementary teachers, we ask also

that priority be given to the hiring of female high school teachers:

41. WOMEN'S STUDIES, ETC.

Many responsive high schools and colleges across the country have been

instituting courses in "Women's Studies," in order to allow young women to feel

pride in the accomplishments and abilities of members of their sex, and to give

them models to emulate.

In the Ann Arbor Public Schools, there is nowhere that

girls can find a model of female greatness with which to identify, except possibly

in their own teachers.

The elementary school books portray very few outstanding

women. In history classes, a female name rarely reaches female ears.

Nor do

great women in science often receive notice in science books.

As mentioned in Section 3, we are urging (and we are asking the Administra-

tion to urge) history textbook companies to revise high school history texts to include

the accomplishments of many women. We are also asking our school system to pur-

chase and to recommend for use in the schools books such as Professor Ann Scott's

Women in American Life, and the bibliographies compiled by Dorothy McGuigan and

Ellen T. Nebel in Exhibits XIb and XIc. Hopefully, before long, women's names,

along with those of Blacks and other minority groups, will be commonplace in school

history books.

We therefore ask the Administration to institute courses in Female Studies,

Sex Discrimination and You, The History of Women, v/ omen of Accomplishment, or

some similar titles.

There are probably few teachers in the Ann Arbor schools yet

equipped to teach such courses.

There are, however, publications which are now

formulating programs of this sort or compiling examples of the materials taught in

41.

41. WOMEN'S STUDIES, ETC. - Continued

various Women's Studies courses throughout the United States.

The Women's

Studies Newsletter, published by The Feminist Press, Box 334, Old Westbury,

N. Y. 11568 can be a great help in getting a new program off the ground.

Students

and teachers might even work out a course outline together. The University of

Michigan also has women who have been doing research in these areas.

We recom-

mend that women familiar with Women's Studies be called in, perhaps on a weekly

basis, to share their expertise, in order to inspire young people and to help female

students aspire to lives of personal accomplishment. Another initial approach would

be for outstanding local women in various fields to be invited to speak regularly.

is necessary that young men be permitted to take such courses in order to acquaint

them with women of capability (and to keep courses from segregating by sex).

When

our high schools have Career Days, women working in a wide variety of fields should

be invited to speak.

It is also necessary for male students to realize that men do not have to aspire

to careers requiring the performance of strenuous tasks, heroic deeds, or prestigious

duties in order to be considered masculine.

For this reason, males working happily

in jobs heretofore considered unusual for their sex should be invited to talk to students

also. A Brooklyn experimental high school is now offering a course in "The Male

Experience."

The Ann Arbor Schools might perform a service for students of both

sexes by setting up an appealing and necessary course entitled, "Growing Up Male --

Growing Up Female."

(In the 1973 Spring semester,

teacher Robin Franklin of the alternative school,

Pioneer II, initiated, researched, and taught a highly successful course in Women in

American History.

The course had to be limited to American history, because the

number of women who have functioned significantly in the world scene is staggering: )

42. IN-SERVICE TRAINING

This report is dotted with frequent quotations of administrators, principals,

vice-principals, and counselors, which reveal their total lack of awareness of the

nature of sexual stereotyping and derogation.

They assume that girls need special,

watered-down technical courses, no serious competition in sports, and in general

no motivation to achieve personal competence in fields outside the home.

In view of great discrepancies in many areas between programs available to

boys and to girls, and the lack of perception of these differences by school personnel,

we feel that an IN-SERVICE TRAINING program is essential to help heighten aware-

ness of the vast area of prejudice against women, and to help eliminate this discrim-

ination in our public schools.

We ask that time be set aside, perhaps in conjunction

with humaneness in education, each semester to assist school personnel in compre-

hending problems of sexual discrimination.

43. OMBLTDS WOMAN

We are under the impression that, at least at this time, schools, the general

public, and even human relations personnel are not yet sensitive to sexual discrimina-

tion and stereotyping, blatant or subtle, although they frequently have little trouble

recognizing racial prejudice when they see it. There are so many areas in which we

have all become accustomed to seeing males pressed toward technical competence,

42.

43. OMBUDSWOMAN

Continued

athletic prowess, and professional superiority, that it does not occur to us that the

consequent downplaying of female abilities and aspirations is purely prejudicial.

Except in stature and strength (with notable exceptions), women are not innately

inferior to men - despite public protests to the contrary.

So long as society continues to bring up girls with litt3e regard for their

futures except that they marry and have children, there will be little incentive to

challenge girls to exploit their abilities and interests to the fullest,

The Ann Arbor

Schools, unwittingly, have been overprotecting girls with regard, for example, to

athletics and street patrols, have been minimizing their capabilities with respect to

industrial arts fields, and have been leading them toward homemaking careers by

means of home economics courses and examples set in elementary school readers.

We feel that the only way to avoid these pitfalls and to keep a continuous check

on sexual discrimination, in the schools is for the schodls to appoint (using recom-

mendations from appropriate Ann Arbor women's groups) an OMBUDSWOMAN, or

a team of ombudswomen.

(Since these statements were prepared, an Ombudswoman has been hired

and an In-Service Training Program has been initiated. )

44. DISCRIMINATION AGAINST PRIMARY SCHOOL BOYS

It is often said that schools discriminate greatly against boys, particularly

at the primary and elementary grades, by virtue of the lack of male teachers and of

programs containing an abundance of physical activity.

Boy and girl children rarely

see men spending patient hours with youngsters, and it is felt that having male teach-

ers in the primary grades would be most beneficial for young children.

One of the problems frequently associated with the lack of male teachers in

the lower grades and with the generally passive nature of much elementary education

is that boys get into trouble and become discipline problems far more often than girls

do.

In our society, girls from the earliest ages are rewarded for being good, gentle,

and well-behaved, while boys are encouraged to be active, aggressive, and competitive

-- BUT NOT IN SCHOOL. Boys are thus punished and scolded frequently, while girls

remain relatively docile and obedient (which may not be good for their self-concepts

either).

In addition, boys' nervous systems and musculature are said to mature at a

slower rate than girls', possibly causing male children to tend to be more restless

than female.

All too often, boys go through their entire school experience feeling that

they are "bad," a situation which might well have been remedied had there been more

sensitivity to their needs when they were starting out in school.

In child-care centers now, young men are frequently volunteering their ser-

vices (with and without pay), and it is found that they enjoy themselves immensely

and are not afraid to sing and dance and get down on their hands and knees with the

children.

They seem unselfconscious and not bounded by rigid stereotypes of male

behavior.

The young children are known to enjoy male teachers a great deal.

It is therefore recommended that our schools seek and employ excellent

male teachers for the primary and elementary grades with greater frequency than

at present.

It is also recommended that car schools innovate more school programs using

children's great physical energy, particularly fog highly active youngsters.

Children

in school tend to engage in mostly sedentary activities, perhaps unsuitable for a great

many restless children.

43.

45. DISCRIMINATION AGAINST ETHNIC AND RACIAL MINORITY FEMALE STUDENTS

According to Labor Department statistics, in 1967 the median incomes by race

and sex for full-time, year-round workers were: White men, $7, 518; Black men, $4, 837;

White women, $4, 380; and Black women, $3, 268.

Furthermore, 44% of non-white women

were in service occupations.

And, believe it or not, the full-time, year-round median

income for private household workers, 47% of whom were non-white (44% Black), was

$1, 298:

These figures strongly suggest that our schools, as well as the rest of society,

are failing the bulk of our minority women students.

The Ann Arbor schools had better

ask themselves some important questions concerning their contribution to the perpetua-

tion of these miserable statistics.

What are our schools doing to challenge the interests, abilities, and potentiali-

ties of our female students of racial and ethnic minority heritage?

Into what programs are they being guided?

What attempts are being made to guide the learning experiences of our racial

and ethnic minority female students?

Is our Multi-Ethnic Program taking into account the specific problems of

ethnic-minority females?

Is any attempt being made to encourage these students to aspire to lives of

personal accomplishment?

Are they being given guidance toward attaining personal competence in potential-

ly rewarding skills and knowledge?

Are efforts being made to secure books and other materials which help to estab-

lish heroines with whom these students may identify?

Are our schools hiring ethnic minority women in sufficient numbers in adminis-

trative, teaching, and counseling positions?

Studies have shown that of all students participating in extracurricular activities,

Black females are the least involved. And if textbooks stereotype, discriminate against,

and overlook females in general, they greatly compound these problems when dealing

with minority females, who are rigidly stereotyped into traditional female roles.

In a

study performed by a group of Puerto Rican women (Feminists Look at the 100 Books:

The Portrayal of Women in Children's Books on Puerto Rican Themes), they conclude

that "A Puerto Rican girl faced only with,'P he prospects presented in these books might

reasonably choose not to grow up at all."

What must our schools do to remedy these problems? Teachers and counselors

must exert all effort to recognize and to challenge the abilities and aspirations of minor-

ity female students from the earliest grades.

Books, films, and other materials must

be utilized which emphasize the accomplishments of racial and ethnic minority women.

And every effort must be made to develop extra- (and intra-) curricular athletic and

non-athletic programs to capture the interest and imagination of these young women

and to make them feel like vital members of the school community.

Also, career,

college, and vocational counseling must be undertaken to equip them to enter rewarding

future lives.

Affirmative action must be used in securing excellent minority female

personnel at administrative, teaching, and counseling levels.

By Dolores Prida and Susan Ribner in collaboration with Edith Ddvila, Irma Garcia,

Carmen Puigdollers, and Arlene Rivera

44.

46. ADULT EDUCATION

One easily overlooked area of public school life is the adult school.

And

this area, too, is fertile ground for charges of subtle discrimination against women.

In High School Equivalency classes, for example, women students, who are

frequently domestics during daytime working hours, complain that the school system

seems to be throwing obstacles in their paths toward the receipt of their diplomas.

These women, many of whom are Black and not well-paid, find it extremely

difficult to pay the $18. 00 to $30. 00 book deposit fee. What is distressing is that

the women seem not to realize that this is only a deposit feee, but are under the

impression that they must buy their books. "If the law says that schools can't

charge students for books, then how can they charge us?" one woman asked, very

much perturbed.

They also feel that different students are given contradictory

information by teachers and administrators, implying that adult school policies are

not always clearly formulated. One woman was told that a course she had taken

elsewhere was not transferrable, only to find, after nearly completing the compara-

ble course, that she had already been given credit for her earlier one.

One teacher

eliminates students from class after three absences, forgetting that these women,

who are highly motivated and are studying so that they will be able to gain more

challenging employment, have full-time jobs during the day and families to care for

at home, and cannot always attend class.

(Daytime students are never limited to

three absences.)

The students in one class felt that a certain student was being

penalized grade-wise because she had strongly supported the Equal Rights Amend-

ment while her male teacher was vigorously opposed to it.

We ask the schools, then,

to provide books and workbooks free to the older members of the school com-

munity, with the clear cut understanding that any fees charged are for deposit only;

to charge reasonably low deposit rates that are well within the budgets of hard-

working evening students;

3. to set, publicize, and require the enforcement of uniform policies governing

continuing education classes;

4. to give every encouragement to women (and to men) returning to school to

better their lives;

to sponsor well-advertised vocational-type courses and training programs

aimed at helping women develop ability at skilled, well-paying trades; and

to ensure that courses requiring the use of the library or other school facilities

are set up so that evening students can have ready access to them.

47. EDUCATION IN THE COMMUNITY

In its humane attempt to help students - who ordinarily would have a difficult

time finding a compatible learning situation within our schools - to find a meaningful

school experience, our school system wisely has set up two alternative high schools,

Pioneer II (Earthworks) and Community. A goal of Community High is to provide

opportunities for students to explore their interests and aspirations by actually work-

ing in any of a huge variety of vocational-oriented settings in the community - outside

of the school building.

45.

47. EDUCATION IN THE COMMUNITY - Continued

A singular omission was made in the careful planning of Community High

School.

There is no requirement that businesses, industries, or private individuals

with whom students come in contact sign (or even verbalize) any commitment to

practicing equal opportunity with regard to sex, race, ethnic background, or country

of origin (etc. ).

We do not know whether female students or Black students are being

refused certain kinds of work opportunities.

We do not know whether young women

tend to be, in excessive proportion, assigned to secretarial tasks and Black students

to more menial jobs.

These students are young. They are not fully acquainted with

what their rights should be or with how to ensure that their human rights are being

fully regarded.

Under various Executives Orders and under our own Board policy,

our school system as a recipient of Federal contracts and as a contractor with other

firms may not allow discrimination on the basis of race, sex, religion, color, or

national origin.

Can we not insist that our students be entitled to at least these same

protections?

Another danger with regard to Community High is that the work experiences in

which students engage must preeminently serve to benefit the student, not the employer.

It must be ascertained that employers are in no way exploiting students to their own

gain. This is to be a learning experience for our young people, and they have every

right to explore numerous avenues toward achieving personal fulfillment.

We cannot

ask, or allow employers to ask, that only those students who intend to make a career

of a specific work opportunity be permitted to receive the training and experience.

Helping each student to identify, to explore, to develop, and to challenge his or her

own potentials is a worthy educational goal. We must make sure that this concept is

built into each employer's understanding.

It is recommended that since students enter into various work opportunities

early in their Community High School careers, they first have a period of intensive

introduction to the nature of equal educational opportunity and to a full acquaintance

with their legal rights.

(This may also be conducted on an ongoing basis throughout

the school year.)

Potential employers should be invited also to attend workshops

devoted to these issues.

Employers must be required to sign equal opportunity

affidavits before taking public school students under their tutelage.

When such

commitments are broken, our schools should not permit students to work with these

firms until there is clearcut evidence that fully equal opportunity will be employed

and the legal (and educational) rights of our students will be guarded.

November, 1973

POSTSCRIPT

The number of incidents of sex discrimination in a school system is nearly

endless, though carried out, by and large, with well-meaning intentions.

In Ann

Arbor, a city in which the Board of Education has passed a policy against this form

of social injustice, the following explicit examples have come to light during the last

six months. Numerous other individual acts occur daily.

46.

POSTSCRIPT - Continued

The Ann Arbor Education Association brought this problem to our attention.

In contradiction to the 14th Amendment and to the Equal Employment Opportunity Act,

which requires pregnancy leave to be treated as any other leave due to temporary dis-

ability (with regard to sick pay, seniority, and reemployment rights, for example),

the school system refused to honor the written statement of a doctor that a pregnant

teacher required a certain duration of maternity leave.

The matter was taken before

the Civil Rights Commission.

As in most school systems across the land, great violations of equal oppor-

tunity in athletic practices have continued to transpire resulting in enormous unfair-

ness particularly to female students and personnel in our schools.

In violation of the Equal Pay Act, which requires that women and men perform-

ing substantially equal work (demanding equal skill, effort, and responsibility under

similar working conditions in the same establishment) be paid equal wages, coaches

of girls' interscholastic sports, according to the Master Agreement, were being paid

in 1972-73 5% of base pay for each sport "as needed."

Coaches of boys' sports re-

ceived from 6% of base pay (for the Assistant Tennis Coach) to 30% (for the Athletic

Trainer, whose services are not available to girls).

(See Exhibit XX(b).) These

coaching positions are provided for boys as a matter of course, assuming that they

will be needed. The Coach of the boys' Gymnastics team was thus paid 15% of base

while the coach of the girls' Gymnastics team was paid 5% for essentially the same

work. A policy statement introduced to the School Board at our request by Trustee

Henry Johnson would require that coaches training male and female students for

interscholastic athletic competition be paid on the salary scale A in Exhibit XX(b)

(or at least on the same scale). A point to bear in mind is that the amount a school

system is willing to pay for a job indicates the quality of coaching, the desired re-

sults, and the input of time it expects to receive from the employee.

Two other resolutions introduced by Trustee Henry Johnson would relieve

unfair practices now being carried out by the school system.

One asks that the "direction of the overall athletics program for students of

both sexes (at the high schools) shall be shared by male and female co-directors"

responsible cooperatively "for organizing, supervising, cc,

riinating, balancing,

and budgeting equitably for the predominantly male, predominantly female, and

strictly coeducational athletic activities of the school." These Co-Directors would

receive the same salaries, services (such as secretarial) and benefits.

By the

Master Agreement, the Chairman of Interscholastic Athletics (meaning boys') re-

ceived 17% of CONTRACT pay above his salary plus two periods per day of released

time, while the Interscholastic and Intramural Activities Director (meaning girls')

- later called the "Non-League Athletic Director"- received

12% of BASE pay above

her regular salary.

(At Huron High School, two women shared this position and

salary increment.) We were disheartened to learn that although this proposal

seemed to have general administrative backing, when a vacancy occurred at Pioneer

High School, new Superintendent Harry Howard appointed one Athletic Director (male)

whose responsibilities do not include girls' athletics.

If THE Athletic Director of

a school is not in charge of girls' athletics, this seems to relegate girls' sports to

some other lesser category (as the title Interscholastic and Intramural Activities

Director would imply), and the person in charge of girls'

athletics automatically

assumes a subordinate role. To prevent this, we are asking for Co-Directors,

47.

POSTSCRIPT - Continued

female and male.

Under Title IX of the Education Amendments of 1972, incidentally,

the job categories Girls' Athletic Director and Boys' Athletic Director are probably

not feasible since the regard for students of both sexes as equally important parts of

a coordinated athletic program is to be of prime concern.

The third proposal would have the leagues which schools join and its member

schools sign equal opportunity commitments, such as: "No person or team meeting

state criteria for competing or officiating shall be refused admission to, be disquali-

fied from membership in, or be excluded from participation in the interschool ath-

letic activities of the League or

School on grounds of sex, race, color,

religion, or ethnic or national origin."

Under this commitment, the "welfare of the

student and the protection of his or her legal rights" would be "uppermost in the

concerns of the school or league:' Schools would agree not to play with schools un-

willing to sign the commitment.

Such a contract would not only require schools to

permit girls and girls' teams (or the predominantly female components of the school's

teams) to represent the school jointly with boys in league competition, but would also

encourage some league responsibility for the prevention of racial discord at athletic

events and the forfeiture of games for racial reasons.

Unfortunately, the School Board has not yet acted acceptably on these measures.

Another action verging on gross malpractice involved the encouragement of

junior high and middle school boys planning to participate in athletics when they reached

high school to sign up early during the previous semester for the morning shift at the

high school so that their athletic practice periods would be free. Girls were not fore-

warned. When a number arrived at Huron High School and asked for a change of

schedule to accommodate athletic practice, they were told that it was too late and

that nothing could be done.

We advised the mother of one such female student to take

this problem first to specific school administrators and then, barring inaction, to the

Civil Rights Commission and the Civil Liberties Union.

Apart from athletics, a number of the women employed in the Multi-Ethnic

Program, a program aimed at alleviating discrimination directed against minority

groups (particularly those of color), have indicated that women have been treated

with low regard, have not been selected for administrative positions, and have been

relatively ignored with respect to their requests and suggestions by that Department.

Also, a phone call to the Multi-Ethnic Office requesting assistance in setting up an

in-service workshop on Sex Discrimination against Minority Female Students pro-

duced the giggly reply, "Probably nobody here knows anything about that. They're

all big sexists arounu here." This Program would be wise - and we have implored

the Administration - to include sex discrimination among its areas of concern. In

this way, the schools' commitment, for example, to reviewing texts for sex bias

might at last be carried out in conjunction with review for racial and ethnic bias.

Books dealing well with racial and ethnic presentation may be wholly inadequate in

the quality and amount of their inclusion cf females.

For financial reasons alone

(without even considering the effects on young people), schools would be wise to

search for all forms of bias at the same time. A bill before the Michigan Legisla-

ture at this time would require the review of instructional materials for all three

factors and the signing of an affidavit that the materials in use by the school system

are free from such bias. It will be hard to find such materials, but the measure,

introduced by the Michigan Education Association, is indeed worthy.

48,

POSTSCRIPT - Continued

At an in-service workshop on Sex Discrimination in Education, some male

teachers more or less boasted (somewhat hesitantly) of using "sexist and racist

jokes to keep the students on their toes."

Race and sex stereotyping and condes-

cension are not laughing matters.

Treating students with verbal and actual respect

is particularly critical at this time of great awareness of the legal and moral im-

peratives for individuals of both sexes and of all races to have full access to the

benefits and opportunities available to their classmates of different color or sex.

In addition, many students may confuse humorously prejudicial remarks with

derisive expression of acknowledged inferiority.

It may be cheaper for the Ann Arbor School System to continue practices

that it has been made aware are unfair to one sex or the other.

The welfare of

students certainly does not seem to be an overriding concern when these inequitable

circumstances are allowed to persist.

As involved citizens interested in helping

students of both sexes aspire to and achieve lives of personal fulfillment and pro-

ductivity, we shall continue to use all sorts of cooperative means of helping the

school system solve its problems of sex discrimination (preferably for pay).

Considering that this is a relatively new area of awareness, we appreciate some

of the difficulties inherent in changing long-established bi:,.; unjust social patterns.

But where resistance to reasonable change (for example in the athletic area) or

bad faith is shown, we shall .aot hesitate to use any legal avenue at our disposal to

force compliance with existing laws in their most humane interpretations.

Through the 14th Amendment, the Brown Decision of 1954, the Equal Em-

ployment Opportunity Act, the Equal Pay Act, and many other laws and executive

orders, all forms of sex discrimination in the schools are distinctly illegal.

hope this report on the schools of Ann Arbor will be useful to school systems

everywhere by acquainting them with some of the problems and consequences of

sex discrimination and by pointing out suggestions for change.

The preservation

of the basic legal rights that each of us posseses in our free society, the recogni-

tion and development of the individual attributes of each person within a school

system, and the guarantee of equal accessibility to the advantages and opportunities

to which each individual member of the school community is entitled must be the

new and preeminent priorities of our modern public schools.

EXH113IT I

MEMO

TO:

Secondary Principals

Robert Potts

Richard Creal

Sam Sniderman

J ohn Hubley

FROM: Scott Westerman

RE:

Sex Prerequisites for Course Enrollment

DATE:

February 17,

1971.

It is my understanding that there is now consensus among us that

there should be no sex prerequisite for enrollment in any course which we

offer excepting physical education and vocal groups which are established

for boys or girls. May I ask you, therefore, to make certain that there

are no sex references on materials which are distributed to youth for the

purpose of planning their programs of study.

I believe the areas of industrial arts and home economics are

particularly vulnerable to correction in this regard.

In addition to the correction of printed materials, it is very im-

portant to make certain that counselors and others understand that we

are freeing ourselves from sex prerequisites for course enrollment.

WSW: vs

Pages E2-E6 have been removed for copyright reasons. There omission does not detract

from the usefulness of the document.

Esk;60-11I ®

ADDISON-WESLEY PUBLISHING COMPANY

SAND HILL ROAD, MEM.° PARK, CALIFORNIA g4321.-

(415) 854-0300

March 10, 1971

Mrs. Marcia Federbush

1000 Cedar Bend Drive

Ann Arbor, Michigan 48105

Dear Mrs. Federbush:

Thank you very much for your letter of March 5 regarding our treatment

of male and female characters in illustrations in our Elementary School

Mathematics, Book 1.

I am afraid I will have to agree with your general remarks about the

illustrations on the pages you cite.

These pages do appear to contain

a degree of stereotyping in regard to male and leimile roles in our

society.

I am sure this happened quite unintentionally and unconsciously,

though that may merely tend to confirm how deep and instinctive such

stereotypes go.

I would also agree that textbook companies have a particularly great

responsibility to avoid stereotyping of any kind, jost'as we now 1.ttempt

to do in depicting members of minority groups, and that we should also

endeavor to provide all children with the most positive self-image

that we can.

In line with your suggestion, I will ask our authors and editors to

see if the pages you list can be chaaged in the next printing of the

book to show women and girls in a greater variety .1f adult occupational

roles and in more physically active situations as well.

Thank you very much for bringing this matter to my attention and for

your interest and concern in better education and better textbooks.

Yours truly,

Ai K. 1/e

Joseph V. Sheehan

Vice President, School Division

Editor in Chief

JVS :w

cc:

RMonnard

TAnspaugh

Ex hi 6;1'3=0

April 7, 1971

Mrs. Marcia Federbush

100 Cedar. Bend Drive

Ann Arbor, Michigan

48105

Dear Mrs. Federbush:

S R A

SCIENCE RESEARCH ASSOCIATES, INC.

A Subsidiary of IBM

258 East Erie Street

Chicago. Illinois 60811

(312) 944-7552

Cable SCIRESUS. Chicago

Your articulate letter will serve as an excellent reminder tnat

there are many dimensions of art to be considered as we build

a textbook.

We have found in the past that illustrations are actually one

of the bigges; proLlems in book production.

People's subjective

judgments of what is a good and what is a bad style of art is

the first hurdle.

Getting a fair distribution of cultural and

racial representation is the next consideration.

Using stereo-

type physical characteristics that do not offend, yet clearly

identify the uniqueness of physical attributes, is perhaps the

greatest challenge of all for the artist.

The 1970's bring still

another major consideration - the avoidance of sexual discrimination.

Thanks to people like you who take the time to make pOSiLive, con-

structive suggestions, we can improve all dimensions of our learning

programs.

Sincefely,

(Mrs.) H. JoAnn Timmer

Manager, Elementary Mathematics

/mcf

Materials of instruction

Tests and evaluation services

Guidance publications and services

PagesE9-E19 and Ez2 have been removed for copyright reasons. There omission does not

detract from the usefulness of the document.

EXHI BMX

r..,Vrepek.

E zo

.1414r-vr., .

On a tultet, on the sidelines, or just plain not therethe little girls in most children's books are

where the action isn't. But help is on the way. Mothers, librarians, editors,

feminists and child specialists are getting together to give real little girls a chance

4.811u--:".1.:411-..

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Picture Books for Girls under Eight

Mommies at Work Eve Merriam (Knopf, 1961,

$3.74). Mothers who hold jobs are common

enough in real life, yet this is the only picture

book I know that recognizes the fact.

Diana and Her Rhinoceros, Edward Ardiz-

zone (Walck, 1964, $4.50). The offbeat life

story of an unusually gutsy British

child.

Diana nurses a sick rhinoceros who's es-

caped from the zoo and then fends off the

armed men who come to lake the animal

back. incidentally. Diana lives to be an old

woman and has a lull, happy life without ever .

marrying.

Amy's Long Rigid, Nancy 'Garber (Whitman.

1970. soft-cover. 25r). On her sixth birthday

Amy stays up all night, alone with her dog. A

profile in six-year-old courage.

Noisy Nancy and Nick, LouAnn Gaeddert

(Doubleday. 1970, $3.95). Rare on several

counts. Noisy Nancy is wonderfully noisy and

exuberant. and a leader to boot. When her

new neighbor from the Midwest feels intimi-

dated by the big city. Nancy shows him how

to have fun.

Madeline, Ludwig Bemelmans (Viking, 1939,

$3.50, paperback 750). One of a series about

an independent, sensible child and her life at

a girl's boarding school in Paris. In this story

Madeline is rushed to the hospital for an

emergency appendectomy.

Rain, Rain Rivers, Uri Shutevitz (Farrar, Straus

& Giroux, 1969. $4.50). A little girl stares out

the window at the rain and plans how she'll

sail her paper boats in the puddles tomorrow.

Not a remarkable plot at all, but girls seldom

gel to be so active in picture books.

Tilly Witch, Don Freeman (Viking. 1969.53.95).

Worried about letting her job skills get rusty,

Tilly goes bad( to school for a refresher

course in scarir:g people. An ambitious witch

who means to gat ahead on her own.

Sunflowers for Tina, Anne Norris Baldwin

(Four Winds. 19r0, $4.50). Tina, a black girl,

is chock-full of ingenuity and perseverance,

traits

usually reserved for boy characters.

She's determined to grow a garden in the

middle of New York City.

'The Practical Princess, Jay Williams (Parents'

Magazine Press. 1969. $3.50). Princesses are

invariably fragile, helpless, slow-witted crea-

tures, but here's one who is delightfully dif-

ferent. Not only is Princess Bedelia practical,

but she also even engineers her own escape

horn prison.

Katy and the Big Snow, Virginia Lee Burton

(Houghton Mifflin, 1943. $3.50). Unlike most

picture books about humanized machines, this

book has a main character who is a big, strong

female. There's nothing frail about Katy the

tractor, who can rescue a snowed-in city. The

author also wrote the story of Mike Mulligan

and his steam shovel Mary Anne.

Sara's Granny and the Groodie, Joan Gill

(Doubleday. 1969. $3.95). For a change a girl

gels

to go on a fabulous imaginary

trip,

courtesy of her grandmother. Granny, by tho

way, is an Auntie Mame -typo liberated woman.

Jellybeans for

Breakfast, Miriam

Young

(Parents' Magazine Press,

1968. $3.50). A

must for every girl. Two friends break n11 the

picture-book taboos: they go barefoot, oet

muddy. leave home, become millionaires. Bur

the best sequence is when they ride their

bikes to the moon and then come home to a

ticker-tape parade and a medal born the

President. If a woman ever becomes President,

she will no doubt have once been a small girl

like one of these great kids.

The Fed

Books

ABOUT gilds

YOUR

chikIREN

Should

CET

TO kNOW

Meet some of the

children's-book heroines

who are something special.

Their stories are included in a

new bibliography of good

books about girls compiled by

the Feminists on Children's Media

and originally sponsored by the

National Organization for Women.

Sixty-five volunteersteachers,

librarians, editors, writers,

psychologists and, of course, mothers

spent six months evaluating nearly a

thousand books recommended by librarians

and book specialists from all over the

country and came up with a list of about two

hundred fifty booksfiction and nonfiction

for readers from three to fifteen.

Fiction for Girls Eight to Fifteen

From page one to THE END, most chil-

dren's books give girls and women

short shrift. Books for eight- to fifteen-

year-olds, like those for younger chil-

dren, limit girls to a few hackneyed

roles. The individualistic tomboy must

learn to be a demure adolescent. The

"career girl" can only hope to be a

secretary, a nurse or an assistant to an

important man. Her story, and her ca-

reer, end happily only when Prince

Charming appears.

But don't give up till you've met

eleven-year-old Harriet, the spy who

gets caught in a dumbwaiter. Or Mary

Call, the independent Appalachian

heroine who holds her family together

through sheer pluck. Or Mary Jane, the

first black girl in a newly integrated

school.

These girls are different; they are

bright and creative, merry and witty,

active and resourceful. The list that tot-

lows will introduce you to them and

others liko themsome girls who are

realty worth knowing.

The Button Boat, Glendon and Kathryn

Swarlhout (Doubleday, 1969, $3 95). ages

8-12. A rollicking old-lime melodrama

account of how Dicksie and her little

rJJ

brother Austin, two of the sweetest, poorest

and smelliest kids you'd ever want to meet,

survive during the Great Depression. They

escape their hateful stepfather, a shoot-

'em-up bank robbery and the constant

smell of the icky-sticky clams they dig all

day. Dicksie's good sense changes their

lives and enables them to go to a real

school.

Pippl Longstocking, Astrid Lindgren (Vik-

ing. 1950, $3.00; paperback, 75e), ages

8-12. Originally published in Sweden and

translated into many languages. A rollick-

ing fantasy about Pippi Longstocking, a

super-heroine who performs imaginative

feats with her mighty skillsmuch to the

pleasure and envy of her young (and

ordinary) neighbors. Pippi lives without

grown-ups in her own house with a horse

and a monkey. Her physical prowess,

unusual for a female character even in

fantasy, helps her through one amusing

adventure alter another. Pippi might well

be the most unconventional and free fe-

male character in children's fiction.

The Motoring Millers, Alberta

Wilson

Constant (T. Y. Crowell. 1969. $5.95), ages

8-12. One of the rare books about families

that is free of sex-role stereotypes. Step-

mother Kale Miller works because she en-

joys it; a young girl drives an automobile

to victory in the first auto race in Kansas;

girls and women don't loss over a little

mud - spattering when they must push a

stuck car; women even change tirosand

this in 19111 lcontrnued on page 04)

'Since children vary in their Interests, age ranges given are approximate.

FICTION FOR GIRLS EIGHT

TO FIFTEEN

Continued from page 65

Queen le

Peavy, Robert Burch (Viking,

1966, $3.50), ages 8-12. Because her

father is a "jailbird," Queenie has to put

up with malicious jeering from her class-

mates. She grows tough and hardened,

but beneath the surface of this tobacco-

chewing, best-rock-shot-in-town girl,

there's a funny,

touching, quick-witted

character. Queenie changes her tough be-

havior. but she never sacrifices her strong

personality. When, near the end of the

book, the local doctor remarks, "Who

knows, you may grow up to be a nurse,"

Queenie retorts, "I may grow up to be a

doctor."

From the Mixed-up Files of Mrs. Basil E.

Frankweiter, E. L. Konigsburg (Atheneum,

1967, $4.50), 1967 Newbery Medal winner,

ages 8-12. Claudia and her brother Jamie

run away to New York's Metropolitan

Museum of Art. The details are straight

from life: the violin lessons and school bus

rides of suburbia, the canopied beds and

statues and washrooms of the museum

and those deep-down feelings of being

scared, being angry, being excited, and

being a team.

Mary Jane, Dorothy Sterling (Double-

day, 1959. $3.95), ages 8-12. The first

black girl to attend the integrated school

in her town, Mary Jane is greeted on open-

ing day by a large jeering crowd. Although

she has to be escorted into the school by

the police, she never considers turning

back. At first, she tries to ignore the hostile

whites by clinging to the only other black

student she knows. When a white girl tries

to make friends, Mary Jane is suspicious,

ExHierT

con#.4

but when the two care for a squirrel to-

gether, their friendship blossoms.

Heidi, Johanna Spyri (Doubleday, 1949,

$1.69, and other publishers), ages 8-12.

Heidi, a young orphan girl, goes to live

with her hermit grandfather on a Swiss

mountain, where she learns to love nature.

Her remarkable strength of character in-

fects everyone who knows her:

invalid

Clara learns to walk and the blind grand-

mother learns to cope with her handicap.

Even today, Heidi is exemplary for her

straightforwardness, her realism and her

natural ways.

The "Little House" Books, Laura In-

galls Wilder (Harper & Row, 1953, $4.95

each), ages 8-12. This classic series

chronicles the

life of a hardy pioneer

family in the 1870's and '80's. Ma and Pa

Ingalls and their four daughters settle in

the

rich farmland of the Dakotas and

through great diligence and ingenuity are

able to survive the worst of hardships. The

books show America's frontier partnership

between tough r _in and women, playing

different parts but all equal in the value

of their contributions.

A Wrlekte in Time, Madeleine l'Engle

(Farrar, Straus & Giroux, 1962, $3.95),

1962 Newbery Medal winner, ages 8-14.

Led by three mysterious powersMrs.

Whatsit, Mrs. Who, and Mrs. WhichMeg

Murray, the all-too-rare female character

in a science-fiction lead role, embarks on

a strange adventure with her little brother

and a friend, Calvin. We need hardly ask

whether this brainy child will succeed in

freeing her brother from the dread outer-

space force IT.

Ballet Shoes, Noel Streatfield (Random

House, 1950, $2.95), ages 9-11. Three

orphaned girls from three different families

are adopted by a fossil-collecting old

bachelor, who brings them home and

then disappears, ieaving his niece and a

nurse to bring up the children. The three

girls, who choose Fossil as a last name,

study for stage careers so that they can

contribute to the family income. They all

have different temperaments and talents, .

and Petrova's aptitude for flying, Pauline's

acting ability and Posy's Igve for dancing

seem quite natural and appropriate. The

girls

are strong,

interesting characters

and the book, set in England in 1937, is

realistic and well written.

Where the Utiles Bloom, Vera and Bill

Cleaver (Lippincott, 1969, $3.95), ages 9-

12. Mary Call Luther, orphaned daughter

of Appalachian mountaineers, must call

upon every inch of her ingenuity and re-

sourcefulness to hold together her remain-

ing family of two sisters and a brother.

Mary Call is a fiercely independent char-

acter, who accepts neither charity nor as-

sistance. (Also recommended by the same

authors: Ellen Grae and Lady Ellen Grae4.

The Borrowers, Mary Norton (Harcourt,

Brace & World, 1952, $3.75), ages 9-12.

Borrowers are little people who live in tun-

nels under the floors of houses and make

their living by "borrowing" from the big

people. Arrietty Clock and her parents,

Pod and Homily, are the last known living

Borrowers. Arrietty wants to learn how to

borrow, a task that has previously been

reserved for men. She is fearless in her

upstairs

escapades and succeeds in

breaking into a hitherto all-male venture.

Strawberry Girl, Lois Lenski (Lippin-

cott, 1945, $4.50), 1945 Newbery Medal

winner, ages 9-12. The Boyer family strug-

gles against nature and hostile, feuding

neighbors in the Florida backwoods of the

early 1900's. Ten-year-old Birdie Boyer,

the Strawberry Girl, works to resolve the

conflict between the Bo} ers' modern ways

and the harsher

(continued on page 86]

from

Miss Ma fe..* Must GO,

14/Ornan

Day, A 1 arcli,

11071

The article "Miss Muffet Must Go" from Woman's Day , March 1971, has been removed

for copyright reasons.

Its omission does not detract from the usefulness of the

document.

a_c

E-.Z 3

cac

41111.111.111111MISSING FROM THE DOCUMENT THAT WAS

SUBMITTED TO ERIC DOCUMENT REPRODUCTION SERVICE.

ExstetT30,10

a l7

TAPPAN JUNIOR HIGH SCHOOLINSTRUCTIONS FOR 8TH GRADE COURSE ELECTIONS

881 Home Economics (Boys)

- This course for boys meets daily for

one semester and includes: 1) food preparation; 2) study of

/ nutrition; 3) selection and care of clothing; 4) construction of

a shop apron or duffel bag; 5) buying practices; and 6) gaining

some basic understanding concerning school and family relation-

ships.

884 Home Economics (Girls) - This course-which meets daily for the

entire year and which is for girls only covers three major areas:

1)Foods covers basic nutrition, food preparation, storage and

/ service, time management and food comparison studies; 2)Fashions

For Teens covers the selection, care and construction of clothing;

and 3) Personal Development includes the study of personality

growth and satisfying relationships with family and friends.

885 Home Economics - This is a one-semester course which meets daily.

It covers the areas described above but in less depth and with

less time devoted to skills.

The class is for girls only.

985 Metals (Boys) - This course meets daily for one semester and is

v/ for boys only.

Each student will design and construct a project

in the following areas:

sheet metal, bench metal, casting and

plastics with instruction in the various methods of welding.

Mechanical Drawing/Crafts (Girls) - The student takes nine weeks

of'each subject.

The course which meets daily for one semester

I/ is for girls only.

See course description above for Mechanical

Drawing (#981).

The Crafts course offers an opportunity to

work with materials not ordinarily found in regular art rooms

such as sheet metal, wrought iron, wood, plastics, ceramic tile,

etc.

Students will learn basic design criteria and varimis

assembly techniques with emphasiS placed

Tappan

Junior High School

NINTH GRADE CURRICULUM

1970-71

SPECIFIC REQUIREMENTS - All ninth graders are

required to take a

course in English, in Mathematics,

in Civics and in Physical Education.

In addition, each student is to elect a

sufficient number of courses

to fill the three remaining class periods

in the day.

One of these

may be a Study Period.

*Ns

am.

INIM

.11

*IMO

001,

,IONE1

111110

1111 Ira

Iwo S ft* am mob

895 Clothing 1 & 2 -

(See description of the

Clothing 1 (#893) course)

In addition the fundamental

techniques are applied to new

situations

on more difficult

garments.

Girls may select their own

projects

according to individual

ability and wardrobe needs.

The projects

might be jumpers, shifts,

unlined jackets, simple dresses,

cardigan

suits and active sportswear.

The study of textiles and

design is

continued.

(this is irs

fliellifele**16 courS41, *t ropfran

listen,* stmwdergweia.)

EXHIGIT

lare

SLAUSON JUNIOR HIGH SCHOOL COURSE ELECTIONS

Slemson slates its intentiOn4o

remove

segfreerNerof sites

indicated Oclow.

471 Physical Education (boys)

472 Physical Education (girls)

574 French

671 Instrumental Music

673 Vocal Music (girls)

674 Vocal Music (boys)

874 Home Economics (girls

974 Industrial Arts (boys)

774 Art

1* GRADE.

7th GRADE

883 Home Ec. (girls?

686 Cadet Orch

988 Wood

1 (boys)

Metal 1

ONE SEMESTER COURSES:

Courses listed below meet daily for one semester.

It is necessary to select two to fill one period for the year.

881

Home Ec. (boys)

185 Speech

882

Home Ec. (girls) 785

Art

981

indust.Arts (girls)

000

Study Hall

987 Electricity 2) boys

Mech. Draw. 2)

986 Wood 1 - Metal 1

896

nods I

893

Clothing I

991

Drafting I (let sem:only).

03.-

mutli.)-

994

Wood Shop

995

Electronics I

996

Architectural Drawing

(2nd sem. only)

997

Printing

998

Craft Shop (girls only)

999

2:11tac2S222

only)

9 +// GRADE

E 2.1

REQUIREMENTS FROM JUNIOR HIGH HANDBOOK

EXHICITZIE

Seventh Grade Curriculum

Required Courses

meet daily

Unified Studies

(Double period)

Mathematics

Life Science

Physical Education

Art*

Industrial Arts

is an introduction to such areas as mechanical

drawing, metalworking, woodworking, crafts and basic electri-

city.

Home Economics* (Girls)

Industrial Arts* (Boys)

Music* (one from list below)

Elective Courses - meet on alternating days

General Music

Beginning Instrument

French

Cadet Band

Cadet Orchestra

Study

Eighth Grade Curriculum

Required Courses

meet daily

English

American History

Mathematics

Art

French

Home Economics

Industrial Arts

Speech

Study

English

Civics

Physical Science

Physical Education

(Plus electives to fill two periods)

Elective Courses

General Music

Chorus

Cadet Band

Concert Band

Cadet Orchestra

Concert Orchestra

Ninth Grade Curriculum

Industrial Arts - provides additional work in any of the areas

explored in seventh grade.

In addition, students may elect

specialized work by arrangement with the class counselor.

Required Courses - meet daily

Mathematics

Physical Education

(Plus electives to fill three periods)

Elective Courses

Art 1, 2

Business Orientation 1

Typing I

French

German

Latin

Spanish

Russian

Foods 1

=5 1

Mechanical Drawing 1.

Architectural Drawing 1

WoodshoD

Electro 9ics 1

Netalio 1

C orus

Cadet Band

Concert Band

Cadet Orchestra

Concert Orchestra

Biology

Earth Science

Conservation

World History

Negro History

World Geography

Beginning Speech 1

Beginning Drama 1

Advanced Speech &

Stagecraft

Journalism

Yearbook 1

Study

Industrial Arts

is pre-vocational.

The various areas are

pursued in greater depth than in eighth grade. Successful com-

pletion of courses may determine eligibility for more advanced

high school courses.

Drama

Afthouji, no

re,-

in (lost.-

4e-ts,g.aeiveer's

course. 4:4

u 1

leis or,

-14ve- frrev io

year -k,

end girls art. Cate-lidded

Prver, *M.

Se.v4Lnth

cowese,..

SOME SEX-DESIGNATED

HIGH SCHOOL COURSES

EXHISITM3E

652

Clothing 652 (.50 unit)

Girls may select their own projects according to individual ability

a7rwardrobe needs. Each girl plans her

own semester's program

based on

her self-test of basic sewing knowledge and skills.

Suitability of patterns and fabrics are studied,

as well as textiles and

design. Students should be prepared to buy their

own materials; the

course is offered each semester. Prerequisite, Clothing 651.

658

Foods 658 (.50 unit)

Included in this course is the preparation of special and seasonal

foods such as

desserts,

breads, party sandwiches, and cake

decorating. The actual planning, preparation, and serving of a large

tea gives the students experience in catering and food service. To

ague the student for her future role as a homemaker, a unit on

tchen planning and buying of equipment is included. Nutrition in

relation to special diets and food fads is stressed. Foods 655, 656

are prequisites for the course, and it is offered second semester only.

659

Foods (Boys) 659 (.50 unit)

This is a basic food course designed especially for boys. The usual

areas will be covered: nutrition, planning and preparation of meals,

serving, food sanitation, with special emphasis on the man's role in

the kitchen. Barbecuing, grilling, and salad ma jicinwill be included.

77)s interests

in restaurant work shout Te-iiii with this course. It

is open to boys at all grade levels, and it is offered both semesters.

There is no prerequisite.

660

Foods, Commercial 660 (.50 unit)

This course is planned for those..1=who have had Foods 659 and

who wish to prepare themselves to work in the foods service field.

Areas to be emphasized will be the ability to follow directions,

cooperating and working in

groups, speed and efficiency,

cleanliness, serving, etc. Cooking for large groups will be included. If

a part time job in a restaurant or a full time job after graduation is

desired, this course should be helpful. This course is open to boys at

all grade levels, Prerequisite, Foods 659.

676

Housekeeping Aide 676 (.50 unit)

This

a one-semester course sponsored under the Vocational

Education Act designed to prepare girls for housekeeping work in

hotels, motels, and hospitals. The course is open to junior and senior

girls.

661

Personal Development 661 (.50 unit)

This course is designed to help girls gain self-confidence, improve

self-image, and understand themselves and their families. It deals

with social problems, dating problems, and the adjustment, to senior

high school, as well as their future, theirplace in society, and the

world of work. This course is offered each semester, and is elective

for sophomore and junior girls. No prerequisite.

677

Senior Home Economics 677 (.50 unit)

The content of the course is selected and designed to_prepare the

senior

for homemaking. Subject matter areas covered are

management and decoration of a home, consumer problems, foods

and nutrition, textiles and child development, although this is not a

laboratory course for food preparation lesson. A unit on creative

crafts, either knitting, needlework, or a student choice is given. This

may be taken as a fifth subject, and it is offered each semester. It is

open to juniors and seniors.

Atite VerSi or+ of

COrt-icuLen 144i de, contAleis

c.404-sa, vA4inouit

se.,c prer

1A-Is

but

says

.+Lt'stwdeAts"

I.; II vluske... " skIrts, jmhi.ers, Ca..0 dresses.")

EX111131T.XY

ACT 251

PUBLIC ACTS OF 1955 AS AMENDED

Michigan State

Fair Employment Practices Act

Section 3a.

It is an unfair employment practice:

(a) For any employer, because any individual is between the ages

of 35. and 60, or because of the sex of any individual, to refuse to hire

or otherwise discriminate against him with respect to hire, tenure,

terms, conditions or privileges of employment. Any such refusal to hire

or discrimination shall not he an unfair employment practice if based

on law, regulation, the requirements of any federal or state training

or employment program or on a bona fide occupational cnalification

and except in selecting individuals for an apprentice program or an

on-the-jsb training program intended to have a duration of more than

4 months.

(b)

For any employment agency to fail or refuse to classify

properly, refer for employment or otherwise to discriminate against

any individual because of his age, or sex, or to conduct business under

a name which directly or indirectly expresses or connotes any limita-

tion, specification or discrimination as to age, or sex, except that any

presently operating agency bearing a name which directly or indirect-

ly expreses or connotes any such limitation, specification or discrimi-

nation may continue to use its present name, if it displays under such

name, wherever it appears, a statement to the effect that its

services

are rendered without limitation, specification or discrimination as to

age or sex.

(c)

For an

labor or anization to discriminate against any indi-

idual or to limi , segregate or qualify its membership in any way

which would tend to deprive such individual of employment opportuni-

ties, or would limit his employment opportunities or otherwise ad-

versely affect his status as an employee or as an applicant for employ-

ment, or would affect adversely his wages, hours or employment

conditionS because of such individual's age or sex.

(d)

Except as permitted by paragraph (a) of section 3a hereof,

for any employer, employment agency or labor organization, prior

to employment or admission to membership to: (1) print or publish

or cause to be printed or published any notice or

advertisment re-

lating to employment or membership indicating any preference, limita-

tion, specification or discrimination, based upon age or sex ; (2) estab-

lish, announce or follow a policy of denying or limiting, through a

quota system or otherwise, employment or membership

opportunities

of any group because of the ages or sex of members of such group;

and (3) utilize in the recruitment or hiring of individuals any

employ-

ment agency, placement service, training school or

cente labor

organization or any other employee-referring source

nown by su n

person to discriminate against

individuals because of their ages or sex.

EXHI 61 TICE

Plumbers & Pipefitters Local No.

190

of the united association of journeymen and

apprentices of the plumbing and pipefitting

industry

the united states and canada

E 3Z.

JACK WH KKKKK Y

5900 W. PASCHICIAN AVKNUIC

YPILANTI. HICHIGIAN 4E157

111UINCIII MANAGER

FINANCIAL ECREYARY

April 13, 1971

Miss Marsha

Federbush

1000 Cedar Band Drive

Ann Arbor, Michigan 48105

Dear Miss Federbush:

ARIA CODE 313...434-2110

7131...4314-2911

In response to your inquirey about female participation in the

Building and Construction Trades Unions,

As I explained to you on the phone, there has never been any sexual

discrimination in the Building Trades Unions.

With new technological changes such as factory built homes you will

.find that many places in the United States employ women.

Presently, there are a few Local Unions throughout the Unites States

that have female members.

The only criteria for belonging to a

Building Trades Unions is that the employee must be able to physically

perform the work involved.

Also for your information, during World War II there were many women

were employees in the Building Trades Unions as welders.

s truly,

..v

ack Wheatley

Business Manage

Local Union 190

AFFILIATED: BUILDING & CONSTRUCTION TRADES DEPARTMENT

Exii1611-2M

MHSAA OFFICERS

(ALL MALE BUT

FINAL7)

BOARD OF CANVASSERS

OFFICERS OF THE MICHIGAN HIGH SCHOOL

ATHLETIC ASSOCIATION

(Elected November, 1909)

Presitiotithenry Geis

3:orenct

Vice-PresidentJohn E. Cotton, Farm lemon

Secretary - Treasurer Ernest I. Rue:sh00%

ML Clemens

State Director--Allen W. Bush, Depart meat

of Education, Lansing

Asso.late State DirectorVern L. N.rrta, Department

of Education.

1.4n,ing

Assistant State DirectorLonnie D. Lowery,

Department of Education.

Longing

COMMITTEE APPOINTMENTS FOR 1969-70

The following committees were appointed by

the Representative Coun-

cil or the President of the State Association and

functioned on various

matters of business of the As,oiatIon dnring

the 19419-70 setmot year.

The :gate Director. Associate State Director. and

Assistant State Direc-

tor were members, evoffielo, of all cornea:Bees.

Tb. Egicutirs

a:Wee will serve until December 2, 1070,

EXECUTIVE COMMITTEE

Dents Gelsier, Moreno!. Chairman

John K. Cotton. Farmington

Ernest .1. Ruckhols, bit. Clemens

Ross A. Wagner, Birmingham

UPPER PENINSULA ATHLETIC COMMITTEE

(This Committee was elected by Upper Peninsula

schools In

arordance with Representative Council authorisation)

tGeorge tre.11,7nrtner. Icoek. Chairman

itiAnws Sner:d.in. Ironwood

1rWittntru Hart. 'Marquette

r.:rthur .kl!en. Iron River

'tiering Stnlerlund. Norway

tWebster Morrison. Pitt:ford

ttJosepb Vestich, Watersmeet

ATHLETIC ACCIDENT BENEFIT PLAN ADMINISTRATIVE

COMMITTEE

Steven Shilia, Grand HavenTerm expires December,

1970

Herbert Wai!s.hlager, Southgate--Term expires December,

1971

et. I.. Vet Olio. Niles Terra expire: Decemlir. 1972

'Warren iatttir.antt, Petoskey Term expires U./ember,

197$

Jack Stephans, Royal OakTerm expires December.

1476

tTerni expires December, 1970

taegut expires Decembcx, 1971

1969-70 CROSS COUNTRY COMMITTEE

Lorenzo Wright, Detroit

Peyton Goodwin, Troy

Charles Sweeney, Lansing

Worded Emery, Grand Rapids

1.epley, Rochester

Larry

William Fitch. Jackson

Albert Pingel, 7pviluntS (Advisory)

1969.70 TROPHY AND MEDAL COMMITTEE

Brute Sellers, Battle Creek

John Maletdin. Chesaning

Thomas Gill, Portland

lloward Kraft. Detroit

Orrel Braun, Olivet

1969 70 SWIMMING COMMITTEE

Jack Johnson, Dearborn

Michael Brick. Birmingham

James Hall, Grandville

George '.-itchan, Riverview

Ray Campbell, Albion

Richard Kimball. Ann Arbor (Advisory)

Charles McCaffree, East Lansing (Advisory)

1969.70 WRESTLING COMMITTEE

Doyle Macintosh. Trenton

Robert Itnker, Olzemas

Tait. Lar...:ng

Juba No:att.:ger. Ann Arbor

George Genyk, Flint

Albert Cox, Galesburg

Charles Mathews, Grand Rapids

1969-70 SCHOOLS AND OFFICIALS WRESTLING ASSIGNMENT COMMITTEE

Charles Nlorlan, Vicl.sburg

John Sorditager, Ann Arbor

Patrick Harrington. Pruitport

George Gonyk, Flint

Gregg Doty,

John Greenwood, Lansing

Roger ('arise::, Itath

.14..1.01

1..ointsburg

Thrce...

Joeph

1.islutl

La retie EAger,,

Odessa

JUNIOR HIGH SCHOOL

COMMITTEE

John K. Cotton.

Farmington

lieurS Geislot,

Ntorem.i

Charles Knox, Royal

Oak

Basil Mason, Battle

Creek

Robert Finlay, Sturgis

William Walker, Gaylord

ilrnest Zielite.lii, Bay

City

1969 FOOTBALL RULES

COMMITTEE

Thotnas

Lauf nice

Silo

tt: 411.1 Rapids

Weede.

William v.:1-4:ett, Galesburg

1'a,111.zi, Detroit

Alex McInnes. Birmingham

James Bates. Port Huron

John Korican, Manchester

Jack Reardon, Livenia

!pretty", Wright. Detroit

Patrick Vets. Detroit

Michael

Wiclai.d. Grayling

Melvin Skillman. Saginaw

Ronald Gibbs, stnskegon

Itny Ityliberz, Grant

Jerry Colta.lher, St. Ignace

George McCormick, Guinn

Richard Liu.khols. Dearborn

Tlelatts

(OtticialAdvinot7)

1970 NATIONAL FEDERATION

INTERSCHOLASTIC

FOOTBALL RULES COMMITTEE

REPRESENTATIVES

Patrick Lets. Detroit

Edward Weede, Niles

Alien Bush, Lansing

Lonnie Lowery. Lansing

Vern Norris, Lansing

BASKETBALL RULES

COMMITTEE

t'harler 8,41t.teway, Wideman

Donald

Nal:min:0o

Poe

Itorktry

Pazilz:or, Ida

Walter Kocpke, Mt.

Clemens

Joseph Pas. mai, Detroit

LAretif.0 ATriglit. Detroit

Charles Trierweller,

Fowler

Dean Monatause.

Fremont

James Perkins, KingSley

George Davidson. Bay

City

Tim Bnllocir Sault Ste.

Marie

Dominic TOLICIRi. Flint

(Advisory)

1970 BASKETBALL

TOURNAMENT COMMITTEE

(Lower tmisontiol

Henry' (leisler. Moroncl

Joseph Pasizzi, Detroit

Loren', 1Vriglit, Detroit

Duane Formsnia,

Watervliet

Willard Raker, Dolton

Ellsworth Anderson, Albion

George pp..; Allen

Park

John Restrict. flak Park

Andrevr Atkins,

Sandusky

Peter Fusl. Mt. 'Morris

Philip

Mararita, Lansing

Cornelius fittizenga. Rorkford

RIchanl Smith, Au Gres

Max Carey. Ereeaoit

James Mongenu.

Cnylord

1970 BASKETBALL

TOURNAMENT COMMITTEE

(tippet

Peninsula/

George Weinglancr.

Rock

James Sheridan. Ironwoo

Irving Sod

eriusd, Norwil

Arthur Allen, Iron River

William Mart. Marquette

Webster Morrison. Pickford

Joseph Vestleh. Watewsnmet

E SL

ExHitserZta

cont'd

1970 BASKETBALL TOURNAMENT OFFICIALS COMMITTEE

(Lower Peninsula)

Henry Geis ler, Mozencl

Ernest Mel:1101Z, Mt. Clemens

Joseph Paseuzzi, Detroit

Lorenzo Wright, Detroit

John K. Cotton, Farmington

Wendell 11. Emery, Grand Rapids

Donald Vander Geest, Marshall

Richard Dunn, Clawson

James Mitchell, Flint

Dan Ilavanesian, Holt

Robert Stickle, Cass City

irril Bareliarn, Items

Ben Sti:111110r$, OSQ0da

Ed Hesse!, Pellston

Richard Boles, Dowaglac

Scott Russell, Custer

Al Duva, Romulus

1969-70 CONSTITUTION STUDY COMMITTEE

Heavy Ceis ler, Morenci

Ross Wagner, Birmingham

John K. Cotton, Farmington

James Pe !Iowa, Portage

Lyle Harper, Reed City

1970 TRACK AND FIELD

1.:dwin Gustafson, Hartford

Grand Rapids

Ray

lia.tk. Hastings

Iltrold Artr, Warren

Ralph Crime, Pittsford

3fhhael Popson, Br:ming/tam

Lorenzo Wright, Detroit

1,rnard Stafford, Walled Lake

Gatterke, Grosse Pointe Woods

JavIr. Doan. Flu..7hing

Robert Watson, Ca.,s City

TID,mas Bennett, Alpena

Dwayne Sweanor, Petoskey

Ted Raven, LeRoy

Fleury Wiley, Escanaba

Victor Foehesato, Norway

COMMITTEE

1970 REGIONAL TRACK

ASSIGNMENT COMMITTEE

Edwin Gustafson, Hartford

Ray Shank, Ikea hip

Raven, LeRoy

Jack Dean, Ilwhine

Michael Popsott, ilirtaing,harn

William Savullisch, Harper

Woods

1970 TENNIS TOURNAMENT

COMMITTEE

George Acker,

Kalamazoo (Advisory)

Jack

Johnson, Dearborn

Kohneth Zantlee, Grand Rapids

James Van ZanJt, Galesburg

George Purdy, Saginaw

Daniel Seetak, Highland

Park

,.1970

GOLF

TOURNAMENT COMMITTEE

Edward Clause,

AIL Pleasant

.1. L. Cooper, Detroit

OVo Laabs, Saranac

Paul Miller, Jackson

Richard Soisson, Kalamazoo

ATHLETIC OFFICIALS COMMITTEE

Ralph Lock, Grand Rapids

Ralph Zandr, Kalamazoo

Clifford .11)1)17%0, Benton

Harbor

nail Steffy. Albion

John Callahan, Farmington

Robert Thompson, Adrian

T.tontas 'tucker, Detroit

Herbert Wilson, Detroit

Norman Dunham, Lansing

Cameo GorneY. Saginaw

Kent Johns, Cadillac

Robert Drenth, Ellsworth

Gildo Canute, Marquette

Robert Ellis, Negnunee

GYMNASTICS COMMITTEE

James Inman, Athletic Director,

Hillsdale

Charles Thompson,

Livonia-Clareneeville

Dave Monroe, TaylorTaylor

Center

John Vandenberg, Wyoming-Rogers

BASEBALL COMMITTEE

Henry Geleler,

Moroni

Paul

Tungute, Clarkston

Steve Sluen, Grand Haven

Max Carey, Freesoil

Richard Maher, Sturgis

Joseph I'll.:-,trtat, Detroit

Warren McKenzie, Big

Rapids

M. Chandler Nauts, Holt

Jay Fortioana, Livonia-Stevenson

Robert Stopport, Midland

Samuel Dubow, Sault Ste.

Marie

Earl Haight, Rosco:nmonGerrtsh-Higgins

James Wynes, Cass City

Ronald Fluster, Parchment

GIRLS ATHLETICS

ADVISORY COMMITTEE

Donna Allem Wyoming-Godwin Heights

Genevieve Hartzler, Jackson -Hunt Junior

June ElodgP, Lansing-Gardner

Junior

Bonnie Bowaman, 'Vicksburg

Louise Softens, Gal: Park

Sally risber,

lint-Atherton

Lorna Cowles, Houghton Lake

EVERY OFFICER

OF THE MICHIGAN HIGH

SCHOOL ATHLETIC

ASSOCliNTION, WITH THE

EXCEPTION OF THE

SEVEN-MEMBER

GIRLS ADVISORY

COMMITTEE, IS A MALE.

I4110-11 SENIOR AND JUNIOR HIGH

SCHOOL

GIRLS INTERSCHOLASTIC ATHLETICS DIRECTIVES

I. Teams in all spOrts are to be in charge of and under the direct

supervision of a woman member of the faculty and shall be coached

by women.

SECTION 3(B)Coaches of girls interscholastic athletic teams shall

be women. (1949)

SECTION 4 (C)Coaches of girls interscholastic athletic teams shall

be women.

(1949)

EY 14 113IT 2:3MI

COMPARABLE BOYS RULES

E 3$

REG.

SECTION 4(A)The person responsible for the i ))))) wdiate training or

coaching of a high school athletic team S11011111

lie a member of the

regular teaching staff of the school. If a non-faculty member is used

he must be registered by the school in the office of the State Director

on a form provided for that purpose before he begins his oluties. Such

non-faculty member coaches must be at least twenty-one (21) years of

age or have completed two (2) or more years of college work.

(1952)

SECTION 4(R) All coaches (head and assistants) of interscholastie

athletic teams in ('lass A high schools shall hold teaching certificates

which would qualify them as teachers in the high school whose teams

they are coaching.

(1919)

2. Girls shall take part in not more than five practice or play periods

per week including games or contests. Practice periods shall not

exceed one and one-half hours in length per day.

3. A girl shall not compete in more than two games per sport per

calendar week and in not more than one game per sport on two

consecutive days. This provision does not apply to junior high school

girls.

(See Regulation IV-B, Section 3, D-E-F.) Participation in

any part of a game constitutes a game in relation to the above.

Participation per student in one game per sport per calendar week

is recommended.

REG. II

SECTION 10(R) No student may compete in more than one (1)

game

of interscholastic basketball per day, and in not more than two (2)

games per week during the regular season. (1937)

SECTION 10(C)A student may compete in ONE Interscholastic bas-

ketball game during a calendar week (Monday to Monday), and In ad-

dition, may participate in not more than ONE game in an approved

county, league, or invitational tournament during that week. Students

participating in a State Association Tournament may compete in no

other basketball game during the week of that Tournament (Monday

to Monday).

(1954)

. There shall be a thorough medical exams ration of each girl on the

squad of the sport concerned during the current school year and

prior to interscholastic athletic competition in that sport. In any

questionable cases, the student Is to be withheld from competition.

After any protracted period of illness of a student, there is to be an

additional medical examination before she is allowed to compete.

It is recommended that If a girl shows continuing symptoms of

physical, mental, or emotional disturbance, she be referred for

professional help and withheld from all athletic participation until

approval is given for her return.

REG. Ill

SECTION 3.No student shall be eligible to represent a junior high

school for whom there is not on file with the principal a physician's

statement for the current school year certifying that the student has

passed an adequate physical examination and that, in the opinion of

the examining physician, he is fully able to compete in athletic contests.

(1929) The rule -6,r high schoolboys is ihe some.

Girls are not to engage in interscholastic athletic contests when part

or all of the membership of one or both of the competing teams is

composed of bffs.

6. In girls sports sponsored by schools only the official girls rules are

to be used as prepared and recommended by the Division of Girls

and Women's Sports of the American. Association for Health, Phys-

ical Education, and Recreation, except in sports in which Michigan

High School Athletic Association Regulations are more restrictive,

in which cases the latter are to be followed.

Officials used in girls interscholastic basketball contests must be

registered with the Michigan High School Athletic Association dur-

ing the current school year.

Registration also is required of

referees and/or starters in track and swimming meets for girls. It

is recommended that I).G.W.S. rated women officials be used in all

girls interscholastic athletic contests whenever possible.

8. High schools having a total enrollment of less than 75 In grades

9-12, inclusive, may use IN GIRLS SOFTBALL ONLY students

from the eighth grade oi that school.

11.........

.SECTION 1 (D)High schools having a total enrollment of less than

seventy-five (75) in grades nine to twelve, Inclusive, may use, IN

BASE-

BALL ONLY,

students from the eighth grade of that school. (1926)

Schools having not to exceed ten grades, with enrollment in the high

school grades of less than seventy-five (75) may use, IN

BASEBALL

ONLY, seventh and eighth grade students when they are competing

against like schools.

(1938)

9. The girls basketball schedule of a senior high school is to be

limited to a maximum of 10 games per team. Junior high schools

may have a school schedule of 5 games, none of which Lay

intercity.

SECTION 4Junior high schools shall be limited to a school schedule

in girls basketball of not to exceed five (5) games of six (6) minute

quarters during the season.

(1970)

PM.!

(B)

BASKETBALL (BOYS)Ten (10)

basketball games of six .

(6) minute qbarters.

student may compete in not more than one

(1) game of interscholastic basketball per day, and in not more

than two (2) games per week during the regular season.

(1936)

RIG. VII

SECTION 1I(A)A

high school may have any number of teams but

no football team may play more than nine (9) games. No basketball

team ma

more than es: teen (18)

es.

IC. For Junior and senior

t gh Sc oo

gir s a roe ntramura pro-

gram is recommended which may be extended by a school to allow

participation within its general or adjacent service area in not

to exceed 3 interschool athletic contests, invitational games, sports

days. or meets in that sport which are the outgrowth of the intra-

mural programs of the schools concerned, without compliance with

State Association Eligibility and Contest Regulations (i-V). same

rules to be used in such competition must be In accordance with

Item No. 6. No girl may compete in these contests, Invitational

games, sports days, or meets, who has represented her school In

that sport other than in this informal type of competition during a

current school year.

the 1972-1973 Handbook, these

regulations (with alight

alterations)

are now

listed as

"Recommendations"

because of recent legislation and

court action.

FROM THE MICHIGAN HIGH SGHOOL ATHLETIC ASSN! HANDBOOK

MARILYN JEAN KELLY

EXHIBIT nr.

STATE BOARD OF EDUCATION

LANSING. MICHIGAN

March 10, 1971

Mrs. Marcia Federbush

1000 Cedar Bend Drive

Ann Arbor, Michigan

48105

Dear Mrs. Federbush:

I am in receipt of your letter of March 2, 1971, as per our

telephone conversation.

Thank you for the detailed and the

specific citations from the MHSAA Handbook.

ANNETTA MILLER

Mrs. Marcia Federbush

1000 Cedar Bend

Drive

Ann Arbor, Michigan 48105

STATE BOARD OF EDUCATION

LANSING, MICHIGAN

March 31, 1971

Today, Annetta Miller officially asked staff for a full report

on the difference in the association's regulations as between

girls and boys.

Rest assured of my continued interest and support in this

matter.

Sincerely yours,

Marilyn Jean Kelly

MJK /p

Dear Mrs. Federbush:

Thank you for

your letter.

I intend to ask that

copies

be sent to each

Board member.

I would greatly

appre-

ciate copies of the

book reviews

you are working on

now.

As for the Athletic

Association

regulations, I hope

to attend the next

meeting, together

with Mr. Deeb who

represents the State

Board of Education

on that com-

mittee, so that

I may express

our viewpoint to the

people who must write

the rules.

The "girls" rules

are written by a women's

committee.

I expect I shall have

an opportunity to

meet with then,

too.

Keep up the good work!

Best wishes.

Sincerely,

Arihetta Miller

AM:SG

EX.1161T

SALARIES FOR COACHES

(MASTER AGREEMENT)

III.

Senior High School Interscholastic Athletics:

Chairman of Interscholastic Athletics

Head Football Coach

17% C and two periods

released each day

each semester.

17% B plus 1

period of

released time during

the 1st semester.

Head Junior Varsity Football Coach

12% B

4. Assistant Football Coach

11% B

Cross-Country Coach

9% B

Head Basketball Coach

20% B

Assistant Basketball Coach

16% B

Head Wrestling Coach

17% B

Assistant Wrestling Coach

15% B

10. Head Swimming Coach

17% B

11.

Assistant Swimming Coach

15% B

12.

Gymnastics Coach

15% B

13.

Hockey Coach

17% B

14.

Head Track Coach

17% B

15.

Assistant Track Coach

15% B

16. Head Baseball Coach

15% B

17.

Assistant Baseball Coach

11% B

18.

Golf Coach

9% B

19.

Tennis Coach

9% B

20.

Trainer, Athletic

30% B

304%

Senior High Girls

Modern Dance

3 0% B

Cheerleaders Coach

14 0% B

Aquaneers

5.0% B

Girls Athletic Club

11.0% B

33,070

(*II

one

coact,

eczc),.,

42o1-;.,

ty)

EX 14 1 BIT 22C®

SALARIES FOR COACHES

(Fri -oen !ern -1q7

3 Pelasi-ed- Areenerif)

-rvss is

44 e. scak, peclefiafeoi

in +14t-

AT-cc/nen*

col I

ov:wti 44,e one I; ste.4

637

Senior High Interscholastic Athletics

Boys

Chairman of Interscholastic Athletics

17% C and two periods

released each day

each semester.

2) Head Football Coach

17% B plus 1 period

of released time

during the 1st semester.

3) Head Junior Varsity Football Coach

12% B

Assistant Football Coach

11% B

Cross-Country Coach

9% B

6) Head Basketball Coach

20% B

7) Assistant Basketball Coach

16% B

8) Head Wrestling Coach

17% B

9) Assistant Wrestling Coach

15% B

10 Head Swimming Coach

17% B

11)

Assistant Swimming Coach

15% B

12)

Gymnastics Coach

15% B

13)

Hockey Coach

17% B

14)

Head Track Coach

17% B

15) Assistant Track Coach

15% B

16) Head Baseball Coach

15% B

17) Assistant Baseball Coach

11% B

18) Golf Coach

9% B

19)

Tennis Coach

9% B

20)

Assistant Tennis Coach

6% B

21)

Trainer, Athiettc

30% 8

B. Girls

Interscholastic and intramural Activities Director

12% B

Interscholastic Athletics Coaches--as needed

5% B each

""16"21

SALARY SCALE

FOR JUNIOR HIGH COACHES

Junior High School Boys

Sports Activity Director

5 0% 11

Football Coach

Head Coach

7 0% B each

Assistant Coach

. .

5.0% B each

Flag Football

1.0% B

Volleyball

2 0% B

Basketball

Team Coach

7 0% B each

Intramural

2 0% B each

Track Coach

3.0% B each

Swimming Coach

3 0% B

Rec. Swimming

1.0% B

Lifesaving

2 5% B

10. Softball

0% B

11. Wrestling Coach

6.0% B

12. Gymnastics Coach

2 0% B

13.

Roller Skating

0% B

14. Cross Country

2.0% B

D. Junior High Giris

E3q

1. Soccer

2 5% B

Field Hockey Coach

3 0% B

Volleyball Coach

3 0% B

Basketball Coach

3 57 B

Lifesaving

2 5% B

6. Gymnastics

3 0% B

Track Coach

3.0% B each

Rec. Swimming

1.0% B each

Competitive Swimming. Coach

2 0% B

10.

Synchronized Swimming Coach

4.0% B each

11.

Softball

0% B

12.

Rhythms

1.0% B

13.

Tennis Coach

2 0% B

14.

Archery

1.0% B

15.

Roller Skating

0% B

EXH181T

XELL

HIGH SCHOOL ATHLETIC EXPENDITURES

Pioneer High Activities

Athletics:

Athletic accident benefit

--Baseball

- Basketball

VrCheerleaders

...Cross country

Football

- Golf

a...Gymnastics

--Hockey

Mats and breakage tickets

Miscellaneous

Six A League

--Swimming

- -Tennis

Track

100'Girls interscholastic sports

- Track regional

- Wrestling

First aid - all sports

Total athletics

Girls Athletic Club

Girls Swimming

Girls swimsuits

Balarces,0301sq

Receipts

extlances

Disbursemtdis t/3070

$ (154) $

3,238

$ 3,403 $

(319)

(1,071)

2,005

2,626

(1,692)

(3,214)

7,372

4,527

(369)

(577)

1,870

1,872

(579)

(167)

2,162

1,995

-0-

(3,050)

15,182.

11,411

721

275

453

539 189

(169) 563

329

(135)

(900)

6,835

5,973

(38)

1,123

2,565

949

2,739

(248)

2,485

3,027

(790)

(62)

452

558

(168)

(1,284)

3,734

2,510

(60)

(' 154)

466

687

(375)

(803)

2,326

2,325

(802)

-0-

1,000

841

359

-0-

359

(1,653)

5,446

3,919

(126)

(7)

1,305

(106)

$(11,756)

59,459

41;91

$ (710)

1101.11

478

589

130

Approximate Total for

Says'Activiti es

Appratienate Total for GirlsActivilias

Huron High Activities

*37,041

3,221

Athletics:

Athletic accident benefit

153 $ 1,676 $ 2,144 $ (315)

+Baseball

(1,044)

3,302 2,419 (161)

-1Basketball

(2,244)

6,115

4,008

(137)

Cheerleaders (519)

2,271

2,454

(702)

-Cross country

(723)

1,561

796

Football

(1,665)

7,697 7,693 (1,661)

+Golf

(454) 478 7113 (694)

--Gymnastics 52

225 521

(244)

- Hockey

(2,251)

8,064

5,941

(128)

Mats and breakage tickets

987 1,077

1,029 1,035

Miscellaneous

(234) 473

1,755

(1,516)

South Central League

(169)

513 344

-0-

-.-Swimming

(1,708)

3,674

2,478 (512)

- Tennis

(695)

973

921

(643)

/Track (2,443)

6,128 3,852

(167)

lorGirls interscholastic sports

-0-

1,000

153

847

+Track - regional -4-

-0-

(6)

Wrestling

(34)

1,519

1,631

(146)

First aid - all sports

(530)

2,031

1547

(46)

Total athletics

. . . .

$(13,521)

$ 48,777 $

40 410

$ (5.154)

Girls Atlilettc Club

Girls

Swimming

Girls Swim Sari- Rerrtols

ApproximateTehnIfor Boys'Actiwitiet

Approximate-reveal for eirls'Activit:es

40q

30,9,4

3.048

d t ai e4end itures

fo r

1 4

o o

840

EAR 16IT 82211

1.14 ENCYCLOPEDIA OF BASKETBALL

GIRLS' BASKETBALL

Ten states

Arkansas, Georgia, Louisiana, Iowa, North Carolina, Oklahoma,

North Dakota, South Carolina, Tennessee, and Texas

conduct annual tournaments

for girls, although a few states bar girls' basketball teams. However, it is customary

in many areas for the younger ladies' teams to play preliminary to the boys' contests

especially in the smaller communities.

Iowa is unique in that its girls' tournament not only is conducted apart from the

boys' eliminations but also under the supervision of a headmaster? body that is

entirely divorced from the conventional state athletic association. Even more sur-

rising is the fact that the gale tournament attracts one-half million s ectators eve

year

approximate y

5 per cent as ve

at o

e boys' tourney.

EXII

16 IT

lam

EXTRA-CURRICULAR ACTIVITIES WITH CREDIT

Interscholastic Athletics (Boys) Football,

wrestling, tennis, cross country, swim-

ming, baseball, basketball,

golf,

track, gymnastics, hockey.

Inter-school debating, oratorical extempore

and declamation contest

epresentation, each branch

Editor of the school newspaper or Editor

of the school yearbook

Manager of the school newspaper or

Manager of the school yearbook

Page editor of the school newspaper

Student Council officers

substitute for physical

education during sports

season.

.25 unit per semester

.25 twit per year

.25 unit per year

From

Cue'rerit RI. ti SC-1100i

CUrrictilam

The newspaper clippings pE42 from The Ann Arbor News, March 17, 1971 have been removed

for copyright reasons. Their omission does not detract from the usefulness of the

document.

E-43

EXHIBIT XXVII

Some Excellent Sources to Help Eliminate Sex Discrimination in the Schools

Feminists on Children's Media; P.O. Box 4315; Grand Central Station; New York, N. Y.;

published the extraordinary Little Miss Muffet Fights Back, contains an annotated

compilation of non- sexist books about girls.

KNOW, INC. ; P.0, Box 86031; Pittsburgh, Pa. 15221; the women's free press; reprints

and mails great quantities of feminist literature (including Let Them Aspire!),

among other services; has excellent lists of available publications.

The Feminist Press; SUNY College at Old Westbury; Box 334; Long Island, N. Y. 11568;

publishes Women's Studies Newsletter summarizing Women's Studies Programs in

high schools and colleges across the country; is producing an outstanding series of

biographies of women of accomplishment, and of non-sexist children's books.

Florence Howe, guiding spirit.

Women on Words and Images; P. 0. Box 2163; Princeton, N. J. 08540; has published the

indispensable study, Dick and Jane a9 Victims, clearly analyzing and detailing sex

stereotyping in 134 popular children's reading texts; slides can be rented.

Western Regional National Organization for Women; produced a Policy Statement on

Textbooks, analyzing 34 criteria to be used in evaluating textbooks for sex dis-

crimination; obtainable from Pat McCormick; Berkeley Chapter of NOW; 445

Michigan Ave. ;

Berkeley, Calif. 94707.

Women Studies Abstracts; Editor, Sara Stauffer Whaley; P. 0. Box 1; Rush, N, Y, 14543;

abstracts and catalogues material for use in women's studies courses - a valuable

service indeed.

Sara F. Zimet, Reading Research Project Director; University of Colorado Medical

Center; 4200 E. Ninth Ave', ;

Denver, Colo. 80220; has been studying and publish-

ing articles on all aspects of sex role modes in children's reading and history

texts; has worked out punch card approach to analyzing children's texts; several

years of fine research

Prof. Ann F. Scott; History Department; Duke University; Durham, N. C. 27708; has

written Women in American Life (Houghton-Mifflin) and other grand books for

high school and junior high school history classes.

Dr. Scott is an authority on

the portrayal of women in history books.

Anne Grant; 617 49th St. ; Brooklyn, N. Y. 11220; Education Coordinator, National Organ-

ization for Women; Anne is in constant touch with the U, S, Dept, of Education over

problems of sex discrimination in education; great resource person on all aspects

of the subject; has just produced a staggering multi-media presentation, Our Great

American Foremothers, detailing briefly the accomplishments of hundreds of

historic American women.

Dr. Lenore Weitzn-ui; Univ. of California-Davis; 1100 Gough St. ; San Francisco, Calif.

94109; has done much work on children's texts; produced an extraordinary slide and

tape presentation of sex discrimination in all kinds of school text books.

Janice Law Trecker; 33 Westfield Rd. ; West Hartford, Conn. 06119; has examined high

school history texts for women who should have been included; produced a fine

article, "Women in U S, History High School Textbooks," Social Education; Mar. '71.

Our apologies for studies we've omitted.

See Macleod and Silver(wo)men's. You

Won't Do,"

E-44

EXHIBIT XXVII - Continued:

New York City Chapter, National Organization for Women, Education Committee; 2.8

East 56th St., New York, N. Y. 10022; produced Report on Sex Bias in the Public

Schools (Revised, 1972), thoro, ghly investigating sex discrimination in all aspects

of school life; inc1 :des court testimony on sex-separated classes; $2, 25.

Emma Willard Task Force on Education; University Station Box No. 14229; Minneapolis,

Minn. 55414; wrote Sexism in Education, an 87-page printed report emphasizing in-

service training type material; contains 32 pages of categorized bibliographies;

tremendously handy: $3. 50 mailed to individuals, $5. 00 to institutions.

National Organization for Women, Bouldei. Chapter, Education Task Force; worked

persistently with the Boulder Schools to identify and expose all forms of sex discrim-

ination; in addition to the usual topics, studied secondary level language arts; report

available from Sharon L, Menard; 2348 N. 107 St. ; Lafayette, Colo. 80026; $2. 75

(includes a letter describing how the group went about doing its research).

Valley Women's Center, Task Force on Sexism in Schools, 200 Main St.

, Northampton,

Mass. 01060 (413-586-2011); Carol Ahlum and Jackie Fralley; offers among other

things Feminist Resources for Elementary and Secondary Schools, a fine, annotated

bibliography.

Committee to Study Sex Discrimination in the Schools; 732 Garland Ave.; Kalamazoo,

Mich. 49008; Jo Jacobs, Chairwoman; has produced an extraordinary series of

Task Force reports, surveys, and recommendations concerning textbooks, physical

education and athletics, employment, and other areas of sex-discriminatory prac-

tices in the Kalamazoo Schools. Filed the first Title IX complaint regarding the

purchase of a sex-biased series of texts.

Corine T. Perkins,

Teacher; 815 Oakcrest Ave. ,

Iowa City, Iowa 52240; produced ex-

cellent slide-type (coordinated) presentation of sex stereotyping in school readers,

based on Dick and Jane as Victims, called Dick and Jane Received a Lesson in Sex

Discrimination.

Jean Ambrose, with Women's Rights Task Force, Union County, N. J. NOW filed Title

IX complaint with HEW and Civil Rights Div. concerning sex discrimination in

Union County schools' industrial arts courses. Produced study of bias in Vocational

Education in N. J. Compiled Women's Directory of 207 N. J. women in non-tradi-

tional positions, willing to speak to students; 549 Lenox Ave. ,

Westfield, N. J. 07090.

Judity Weis, with Essex County, N. J. , NOW filed first test of Title IX complaint against

14 Essex County school districts for sex discrimination in industrial arts and home

economics; 51 Clifton Ave. , Newark, N. J.

07104.

National Education Assn. ; 1201 16 St. N. W. ,

Washington, D. C. 20036; under Shirley

McCune convened illuminating conference on sex discrimination in the schools in

Nov. ,

1972; has compiled endless amounts of extraordinary material and knowledge

from all parts of the country dealing with all aspects of the subject.

Also contact

Kitty Cole, NFIE Resource Ctr.

on Sex Roles in Education. Same address.

Connecticut Education Association; Dr. Suzanne Taylor, Research Coord. ; has produced

numerous articles, questionnaires, and studies concerning school practices related

to sex discrimination, including a superb research bulletin on extra pay for coaches

in Connecticut schools.

For the most complete annotated list yet compiled of over 150 groups and individuals who

have taken action to alleviate sex discrimination in education, particularly with re-

gard to textbooks, see Jennifer Macleod and Sandy Silver (wo)man's new book (Nov.

1973): You Won't Do... What Textbooks on U. S. Government Teach High School Girls.

Available from KNOW, Inc,

P.O. Box 86031, Pittsburgh, Pa. 15221.

egNiviTzmarE

A74 5

Women's Rights

Task Force On

Education

NEVV JERSEY

COOP ERATION WITH THE

UNION COUNTY CHAPTER

N.O.W.

e_E4o".-64Y

Copies of this

Bibliographyitof

Positive Female-Image Books are Available From The

Women's Rights Task Force on Education

549 Lenox Ave.

Westfield, N.J. 07090

Cost:

254 per copy.

NO,

PROBLEM

1 New math and its stress on sets

has caused elementary mathe-

matics books to group people in

rigidly defined sex roles;

i. e.

all doctors are male, all nurses

female, all band players male,

etc.

SUMMAP.

S-1

RECOMMENDATIONS

PAGES EXHIBITS

Recommend to textbook firms

3 II,

III

that they cease stereotyping

sexually.

Search for books relatively

free from stereotyping

Picture's in elementary school

readers tend to portray people in

extremely sex defined roles;

i, e.,

all mothers are housewives (at a

time when 53% of married women

are working and there are many

single heads of households), Men

and boys are active; girls are not.

3 History books contain. almost no

women (most of those:. i-ncluded are

artists or writers), thus giving

girls no models of aspiration..

Since women are intelligent and

numerous, they clearly have con-

tributed, as Blacks have.

Spelling books, phonics systems,

science texts, and social studies

books greatlf downplay, neglect,

stereotype. or even mistreat

females

Elementary schools often arbi-

trarily separate boys and girls

into lines, rows, duties, classes,

service groups, activities, etc.

This exaggerates the differences

between the sexes and impedes

cooperation and friendship.

Arguments against girls' being on

patrols suggest that girls will not

be taken seriously or that they

will not be safe.

Ask publishers to sto:. stereo.-

XXV,

typing sexually.

V-X

Purchase books relatively free

from stereotyping.

Purchase Women in American

Life by Ann Scott kiloughton,

Mifflin) and other history books

(appendaged) deta:.ting accom-

plishments of wor:-.er...

Ask publishers to include women

of note, in additic,..i to minority

groups.

XIa, b, c

XX VIII

Companies should be asked to

make needed changes.

The

State Superintendent's Office

should review and .recommend

books and materials low in sex

stereotypy,

The Superintendent should issue

directives that children, equip-

ment, displays, and records are

not to be sex-separated.

Ensure that crossing guards,

service clubs, indoor guards,

etc. ,

contain both sexes,

Teach self-defense if neces-

sary, To keep from feeling

helpless, girls must feel able

to take care of themselves.

NO.

PROBLEM

SUMMARY

RECOMMENDATIONS

PAGES EXHIBITS

Give students serious tr'.in-

ing in proper techniques, e. g.

of running and gymnastics,

from earliest grades to build

lifelong habits of physical fit-

ness.

These recommendations

should be issued as policy

directives.

7 To help girls gain athletic confi-

dence, exacting training in co-

ordination and muscle use must be

begun long before junior high

school.

After-school athletic

programs must be offered to both

sexes equally.

-t

Most junior high and high school

girls hax-, already had a separate

Home Economics course, includ-

ing cooking, sewing, child care,

and personal grooming, and are

led by current course descriptions

toward homemaking. Girls are

not encouraged to learn high-paid

skills. (Women earn 58% as much

as men in full-time jobs. At most

15 years of a woman's adult life

are devoted to child-rearing )

Administrators have unwittingly

expressed attitudes of condescen-

sion toward abilities and serious-

ness of females.

These views are

reflected in counseling and course

offerings.

S - 2.

-t

Most high school Home Economics

courses in the current guide sug-

gest a sex prerequisite and lead

girls toward lives of home:-naking.

Pioneer High School will continue

to offer Bachelor Foods, on the

assumption that all girls must

learr#full familVtneal planning

and boys, pleasurable, less

strtktured cooking.

Counselors, principals, and

teachers must ENCOURAGE

girls toward competence in

many areas.

Change emphasis in Industrial

Arts from gearing to industry

to gearing toward personal

competence.,

9, 10

XII-XIV

Ensure that girls and boys alike

gain experience from the earliest

grades with construction toys,

tools, cooking, and sewing.

Redesign contents of Home Eco-

nomics and Industrial Arts

courses to appeal to students of

both sexes, in order to provide

personal enjoyment and ability

throughout life.

Ensure that boys and girls re-

ceive the same emphases in

courses (child-care, etc.).

Stress Cooperative Family

Living, instead of role playing.

XIV, XIIa

Open this course to girls wish-

XIV

ing a more casual emphasis.

Change the title.

(E. g. , Cooking

for One, Cooking fOr Fun, etc.)

SUMMARY

RECOMMENDATIONS

PAGES EXHIBITS

Require all schools to detail

XIla

plans for complying with Dr.

Westerman's directive, with

intention of making courses

ATTRACTIVE to both sexes.

Set HIGH STANDARDS OF

COMPLIANCE.

NO.

PROBLEM

It is anticipated that there will be

difficulty complying with Dr.

Westerman's directive to eliminate

sex prerequisites: i) schools must

contend with other great problems;

ii) some schools like their segre-

gated courses (Tappan - Crafts for

girls) ;

iii) schools may wish to

have "separate but equal" classes;

iv) they may eliminate the words

"girls" and "boys" without elimi-

nating the intent. On this class we

will make an apron and a blouse.")

Next semester, clothing courses

for girls will continue.

Boys and

girls are said to be modest trying

on clothes in front of each other.

School administrators have made

extremely prejudicial comments

regarding girls' abilities.

"Sep-

arate but equal" classes would be

separate but inferior" for girls.

(Girls would wire plugs, not learn

electricity, etc.)

15 Unintentionally, perhaps, princi-

pals, vice-principals, and coun-

selors frequently ask girls sign-

ing up for courses why they want

to "take a course like this?" hint

that they are only interested in

being with boys, question their

seriousness, give them protective

warnings about hair. jewelry, etc.

Since it takes courage for girls to

,these warnings tend to frighten

them away.

rj.

Unless there is a clearly

parallel course (making bcr,,s'

clothes) provides sepa-

rate dressing rooms rather than

exclude boys.

Revitalize sewing electires to in-

clude Upholstery; Tailoring,

Interior Decorating, Clothes De-

Minimize "fashion."

Industrial Arts courses, as

other courses, must be c,p,:.n to

both sexes. Unless there is a

comparable class mainly

for boys (to avoid embarrass-

ment), boys must not he excluded.

Other provisions for changing

will have to be made.

Students wishing to enroll in an

unconventional course for their

sex must not be ir.timidated or

given derisive,

cautionary, or

protective warnings. No in-

terested student should be

turned away from a course in

which he/she wishes to gain

competence.

NO.

PROBLEM

SUMMAR

RECOMMENDATIONS

PAGES EXHIBITS

No interested student, regard-

ess of sex or other physical

variable, should be refused ad-

mittance to a course.

Other

provisions will have to 13(t made

to remedy problems.

Schools

must elicit the highest compe-

tences of each pupil.

The following type of excuses-for

excluding students from courses

are not justifiable: "There's no

place for a girl to take a shower ;'

"A girl would get her hair caught

in the machinery;" "Boys have to

swim nude," etc.

Some teachers of traditionally

unisexed classes resent having

students of the other sex in their

classes.

Some exert undue pres-

sure on one sex.

18 Practical Nursing Program stu-

dents complain that they are being

rigidly stereotyped in requirements

for conduct, appearan :e and test

answers.

Books call all nurses

"she."

Pioneer High School provides a

home building course for boys,