Career education's goal of increasing career opportunities is admirable and sound, but the usual approach (interjecting career information into existing curricula) will not in itself increase students' opportunities, for existing factors limit students' perceptions of what constitutes a real career choice. The conflict between women's changed role and curriculum relevance can be resolved by gearing programs to present alternatives and a process with which to deal with them. A program that examines the barriers to women's full career expression can give an example of the problem and strategies for change. The most pervasive example of sexism in schools is found in textbooks and media; the role-models presented limit both sexes' creative self-expression and development. Role models in the schools for young girls are limited to teachers, for decision-making positions are usually held by men. Sexism in schools is further exhibited in sex-segregated courses and in sports. Needed are more awareness and sensitivity on the part of teachers and administrators; awareness, not change, of attitudes, is the first objective. Inservice courses can help educators become aware of stereotyping and its results; each district, at least, should have a task force on educational equality, with machinery for enforcing its recommendations. (Author/AJ)