Abstract
Traditional educational institutions have contributed to occupational stratification by sex, but they have the potential to play a primary role in the sexual integration of the occupational world. Research on the ontogeny of the occupational aspirations of young women is reviewed, and three major sex‐biased educational practices which may be contributing to the restriction of these aspirations are discussed: textbooks and instructional materials, differential curricula for males and females, and vocational counseling and testing. Recent legislation is evaluated for its usefulness in modifying each of these sex biases. A conceptual framework is suggested for designing policy relevant research which is aimed at maximizing women's occupational potential.
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