atmosphere which has historically made this distinction a fact of life, and could result in increased attention being paid—and resources being allocated—to girls' sports.

Women clearly have many legal tools to fight discriminatory programs and policies under the 14th Amendment to the U.S. Constitution, Title VII of the Civil Rights Act of 1964. Title IX of the Education Amendments of 1972, the Equal Pay Act of 1963, and the Executive Orders which require affirmative action programs by government contractors. All of these provide a means of recourse for past discriminatory practices. S. 2518 will, of course, supplement existing legislation and orders. It provides mechanisms and resources designed to solve problems early in the otherwise-lengthy legal processes. Hopefully such mechanisms could lessen the antagonisms which can so often occur when legal actions are long, drawn out, and abrasive.

But S. 2518 has a more positive value-it encourages and funds efforts to end sex stereotyping and discrimination before such situations become entangled in complicated legal proceedings.

We do not view S. 2518 as a panacea. However, we do see it as a good first step which may begin to really equalize opportunities for boys and girls, men and women. We commend its sponsors, and stand ready to do whatever possible to ensure its adoption.

Senator MONDALE. You have heard the testimony which preceded you. Maybe you could just point out the key points as you see them for our purposes here this morning.

STATEMENT OF MARGARET STEVENSON, ASSISTANT EXECUTIVE SECRETARY FOR PROGRAM, NATIONAL EDUCATION ASSOCIATION; ACCOMPANIED BY MARY CONDON GEREAU, SENIOR LEGISLATIVE CONSULTANT, GOVERNMENT RELATIONS, NEA MS. STEVENSON. Thank you, Senator Mondale. I feel that much of our testimony supports the things that have been said. I think I would like to refer to a few particular sections.

We suggest that through this bill, obviously a first line of attack must be against sex discrimination rooted in and perpetuated by traditional sex stereotyping, the practice of viewing certain roles, activities. and qualities as proper only for boys and men-aggressive, decisive, wage earner-while regarding others as proper only for girls and women-submissive, supportive, homemaker. S. 2518 will encourage and assist schools and teachers in developing programs, practices, and materials to overcome the stereotypes which persist.

A second line of attack might well be against sexism-the unquestioned unchallenged, unexamined belief that one sex is superior to the other. Sexism has operated effectively to deny more than 51 percent of our population the opportunity to develop to their full potential. This attitude has permeated all institutions of our society. The schools, as the primary socialization tool preparing children for adult roles, have served to reinforce this attitude.

So we feel that this bill would help us in that area.

We support the Council on Women's Educational Programs which would be established by the bill.

The Council on Women's Educational Programs established by S. 2518 will assist in coordinating national efforts to eliminate discrimination and assure consistency of effort on a national basis. Its dissemination of reports on programs developed under the act can assist others

in instituting tested programs and will serve to eliminate duplication of effort.

There is no question that education associations, women's organizations, and individual women will be increasingly pressuring educational institutions for change. Many of these groups are already challenging educational programs. As they become more and more aware of the legal tools to fight discrimination, more and more challenges will result.

S. 2518 will do much to eliminate the agony of disputes over whether or not a program can or will be developed under the regular school budget. It will also assist women's groups, education associations and school administrations to institute programs, and will make available advice on program design and implementation. There is little question that program and policy changes will be instituted, and S. 2518 will be of great value in implementing change with a minimum of antagonism. An NEA policy, reaffirmed at our annual convention just last summer in Portland, Oreg., calls for a guarantee that women teachers will have equal opportunity for advancement to administrative positions. Clearly this means more than the trite phrase, "equal pay for equal work." Clearly also, such truly equal advancement opportunities would be in the best interest of not just the individual woman who is promoted, but of the entire education system.

It would open up a previously overlooked pool of talent, resources, and commitment. We are pleased to note that S. 2518 would encourage such opportunity for advancement.

Another goal sought by NEA policy is maternity leave taken at the discretion of the woman teacher and her doctor and taken without loss of job, tenure, status or pay-in other words, maternity leave that is administratively treated just like some other prolonged disability such as a broken leg.

I would like to make a particular comment on the sports situation in light of our earlier discussion. We are all aware of the considerable amount of money that goes into boys' sports, but consider what happens to school coaches of such sports as basketball, golf, tennis, and swimming all sports in which both boys and girls actively participate.

The men coaches of the boys' teams generally are paid for their extracurricular duties and/or are relieved of lunchroom or busloading supervision.

On the other hand, the women coaches of the girls' teams donate their time for coaching-usually having to fight the administration for money for incidental expenses-and are still required to perform their busloading and lunchroom duties.

We feel that S. 2518 would do a great deal to dispel the atmosphere which has historically made this distinction. a fact of life, and could result in increased attention being paid--and resources being allocated-to girls' sports.

Women clearly have many legal tools to fight discriminatory programs and policies under the 14th Amendment to the U.S. Constitution, Title VII of the Civil Rights Act of 1974, Title IX of the Education Amendments of 1972, the Equal Pay Act of 1963, and the

Executive orders which require affirmative action programs by Gov

ernment contractors.

All of these provide a means of recourse for past discriminatory practices. S. 2518 will, of course, supplement existing legislation and orders. It provides mechanisms and resources designed to solve problems early in the otherwise lengthy legal processes. Hopefully such mechanisms could lessen the antagonisms which can so often occur when legal actions are long, drawn out, and abrasive.

I think those in a sense are the main points we brought out. We do endorse this bill. We know it is not a panacea. We certainly commend its sponsors and we stand ready to do whatever we can to insure its adoption.

Senator MONDALE. Thank you very much for that excellent statement. Certainly the task force shows eloquently that discrimination exists in public schools against the teachers. Although women are 67 percent of the teachers, they make up only 31 percent of the department heads, 15 percent of the principals and .6 percent of superintend

ents.

In the field of college libraries, 83 percent of the personnel are female, 70 percent of the chief librarians are men, so that the figure is dramatic and unarguable.

The question is whether we need this legislation or we can rely on assurances that we have heard this morning.

Ms. STEVENSON. Mary is our specialist, Senator.

Ms. GEREAU. Senator, you and I know we cannot rely on them. They do exactly what you said this morning. They get excited about doing something when a lot of pressure is brought by women's groups and others, and if the Congress does not quickly enact this into law some new fancy will come along, and they will drop this and go off in another direction.

It is obvious that they are not putting in anything close to the proper percentage of support. If you read the list of projects that they submitted with their record, it is ridiculous. You have to really reach out to see they are related to sex discrimination.

Senator MONDALE. You know the figure in the task force report was 11.6 percent females in grades 13 and above in the Office of Civil Rights. You heard their answer that they are doing better. You know they are fudging on the figures.

Ms. GEREAU. If they put one more person in, they are doing better. Senator MONDALE. That is why they did it obviously because there are so few. I understood the comparable figure shows the reduction in percentage of women in GS-13. That is what they have done. I think that speaks more eloquently than this action force that they are going to set up sometime from now.

I am very suspicious because I have been through it, as you have, so many times. You deal with the politics. They try to head off legislation so they can go on and do what they want to do.

Both you and I know they have spent 5 years doing everything they can to cut money off on day care, to eliminate standards so these children are properly cared for where day care is provided, and right now we are in the middle of a bitter fight with this administration to keep money in day care and to keep any kind of standards. Whether

it is with title I, you just name it, anything dealing with education. shows discrimination.

That is why I was hoping maybe we could just sit down and have some sense of coequality here between the executive branch and the Congress and work out a bill. But as I heard this morning, they do not want anything.

Ms. GEREAU. Senator, I think you put your finger on it when you said full equality. I detect in this administration in HEW that they can run the country by edict, and they do not need the Congress to help them do it.

We feel, hopefully, this bill will pass and be funded. If it is not funded in the amount that is very reasonably requested in the bill, it still would be funded to some point, but the important thing is that the Congress of the United States would have spoken to this problem. I do not want just the administration speaking to it. I want the Congress speaking to it. They represent the people in this country, and this is the thing that is important philosophically and psychologically for the people. We have to straighten these men out and let them know that little girls are important, too.

I understood Billie Jean King's point when she said it should not say the Women's Equity Act. I think it has to say that, but this bill is important to boys and men as well as to girls and women. Little boys should be allowed to cry in first grade when they skin their knees. It does damaging things to the child psychologically, and yet they are taught by daddy at home, "Don't be a sissy; you can't cry."

I still remember one of the great pictures I have seen in my life, and I think we all remember the picture of the Frenchmen when the Germans were marching into Paris. American men are taught that they cannot show emotions, and I think this is what brings on a lot of ulcers.

So eliminating sex stereotypes does not just benefit girls; it is going to benefit little boys. It is going to let them be artists with pride and not be called sissies by the rest of the kids. This is a very important point.

Senator MONDALE. Mary, I understand you are leaving. That is a terrible loss to us. You have been one of the great strengths for all of us in the 9 years I have been in the Senate, and I understand you are going with a union.

I personally owe you an enormous amount of debt and appreciation for not only your contributions in terms of the issues, but more than that the emotion and the strength that you have put behind these fights. We are going to miss you, and we hope that the union will let you continue your efforts.

Ms. GEREAU. Senator, I am going with the National Treasury Employees Union. They are one of the four groups, a coalition with NEA, and I have an understanding with them that I will continue my interest in Indian education and in women's equity.

Senator MONDALE. And in anything else.

Ms. GEREAU. I am not going to forget anything I have learned in 16 years. People say, how can you leave the NEA, a socially conscious issue like education, and go to work for what is basically the Internal Revenue employees? My reply is, if I can help to keep the Internal

24-725 O 74 - 10

Revenue employees happy, then I think I am doing something for the country because the American people will be happy, too.

Senator MONDALE. I think we can say what is good for the Treasury employees is good for the country. Thank you.

Our final witness is Dr. Janet Heddesheimer, assistant professor of education, George Washington University, representing the American Personnel and Guidance Association. We are very pleased to have you here this morning. We are in a serious time bind. We will place your statement in the record as though read, and perhaps you can extemporaneously indicate the points that you think ought to be made. STATEMENT OF DR. JANET HEDDESHEIMER, ASSISTANT PROFESSOR OF EDUCATION, GEORGE WASHINGTON UNIVERSITY, REPRESENTING THE AMERICAN PERSONNEL AND GUIDANCE ASSOCIATION

MS. HEDDESHEIMER. First of all, Senator Mondale, I would like to say how pleased I am to be here today and have an opportunity to testify in support of this bill, the Women's Educational Equity Act.

The American Personnel and Guidance Association has gone on record in support of this bill, in support of the House bill, and will continue our support of this bill.

We are very proud of our record in the area of women's concerns. One of our commitments has been to facilitate the developmental process in girls through the work of our divisions and committees. I have provided the committee with a number of publications we have done through the years, and I hope you will find them of some use. Senator MONDALE. Thank you. I will be interested in reading them. Mr. HEDDESHEIMER. Last year we were honored with the presence of Congresswoman Mink at our national convention, and we have invited you to attend, Senator, and we hope you will find time in your busy schedule to come and be with us.

Senator MONDALE. Where is it being held?

MS. HEDDESHEIMER. In New Orleans, Senator.

We feel that the issue of sex discrimination has been well established through the hearings you have had on this side as well as on the House side, and I do not want to spend a great deal of time going into that today.

Our concern as counselors is directed toward enabling women to take advantage of the options open to them. We believe that even if all discrimination were to end tomorrow, nothing would drastically change. The majority of women are still electing to train in a small number of occupations. A study has indicated that fewer than 5 percent of all professional women fill those positions which to most Americans connote professions: physician, lawyer, judge, engineer, scientist, editor, reporter, college president or professor.

The majority of the others are either noncollege teachers or nurses. In order to place women in male-dominated occupations, there must be a bank of trained females to draw upon. For too many professions that pool is limited or nonexistent.

Women wishing to enter nontraditional positions are severely handicapped by doubts as to whether they could be successful. Some of the