Using an opinion questionnaire with students, parents, and school personnel and personal interviews with secondary students, a Kentucky research study examined the extent of sex bias in vocational programs, the factors contributing to the enrollment of nontraditional students, and the barriers or problems affecting the enrollment of nontraditional students in the state's vocational education programs. Additional objectives were (1) to determine the effects of socioeconomic status, attitudes toward education, and the culture of the geographic area upon enrollment in nontraditional programs, (2) to make basic recommendations for the elimination of existing stereotyping and bias, and (3) to compile a sex fair comprehensive bibliography of vocational education materials. Selected conclusions include these: all respondents felt vocational teachers exhibited sex fair behavior; students and their parents are unsure as to how nontraditional students were treated by counselors; all groups except the principals were unsure as to whether principals saw the need to eliminate sex bias in the community; and students do not feel that they are adequately prepared for the possible problems and barriers a nontraditional job seeker may experience. Among the eight recommendations made are those supporting increased parental involvement, student orientation to legal rights relative to sex fairness in education, the development of a sex-fair standardized method of student selection for over-capacity vocational courses, and an interdisciplinary approach to encourage the enrollment of nontraditional students. (The fourteen appendixes include survey instruments, summarized responses, and various forms and procedures used. The bibliography is available as a separate document--see Note.) (Author/MEK)