Project Lifeline, Introducing Women to the Future: Guidance and Career Counseling in College for Women,1971, page 2

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Erominrlorence Falk Dickler , ,
Topic: Guidance and Carreer Counseling in College for Women

Pfl$@32 PROJECfi"LIFELINEr INTRODUCING WOMEN TO THEIR FUTURE

early in orientation week of freshman year and continuing"
through graduation at the end of the senior year, a

young woman may never recognize, fully, or train approp~
riately to accept the challenge of choosing among options a
that are open to her today. As Go1dberg“s research demon-
strates, "little is known about the effect of pressures

at the college level which limit the full intellectual
development of women students or reinforce the results of
previous negative socialization» Equally important is the
quality of counseling provided at the college level which
prepares women for their vocational, social, and personal
roles in society.W’ ‘

At ?_ College, (Prob. over 40% at many state supported
institutions) of the resources of the institution is invested
in the education of women. For the College and the indivh
idual woman the risk of a less valuable experience for
women than is available to men, is too great an invest~
ment loss. ?? College will prosper as a more viable
force in the educational community if offered the opportun—
ity to undertake a major extension of services to focus
on the importance of young women being educated and encouraged
to utilize their ability to the highest degree. Nothing
less will succeed in directing women students ittention
to the worklife which lies immediately ahead of them.

As described by a 1970 fact sheet prepared by the Women"s
Bureau of the U.Sw Department of Labor, "the career "sights"‘ _
of all too many of our girls are still limited and unrealisticx"
The average American woman“s lifeline indicates she marries

at 21, has her last child at 30, enters her last child in.
school at 35 years and has 30 employable years ahead of

her. The average woman worker is age 39, and is one of

30 million women (2 out of 5 workers), in the labor force.
Three out of 5 working women are married and living with

their husbands, more than half the women with children are
employed and, by 1980, the predictionuis that 36»milliofi_

women will be in the labor force and will work at least

25 years of their lives. In light of this revolution in

the pattern of the work life of the American Woman, it is

more important than ever that ?? College meet its
obligation to help the young woman student develop an

awareness of the importance of long range educational
planning.

?? College, in resolving to meet the challenge
of increasing societam options for its women students,
must reexamine and redefine attitudes, assumptions,
and practices that are prevalent in every aspect of college
life. The need for university involvement is all the
greater, and for immediate action more imperative as we
acknowledge that society, in general, has not regarded it
as impdrtant for young women to be educated to the full
measure of their intellectual capacity as men are. Such
attitudes on the part of parents, teachers, young men and

women themselves, need tn be changed if society is to benefit from;
the contributions of all educated persons, both men and women. To: