This paper reports research to discover causes of sex stereotyping in the school. Part 1 sets forth the major goals of the research. In part 2 are summarized state and local projects, curriculum, inservice, research report, and organizations which formed the theoretical basis of the research. All have resulted in successful improvement strategies for sex fairness in vocational classes. Part 3 reviews research and professional literature dealing with (1) understanding attitudes of students who are or are not entering vocational classes and (2) the role of the counselor in directing students into vocational classes. Part 4 is a summary of the review. It also sets forth these positive steps toward reducing and/or eliminating sex-role stereotyping in vocational-technical courses: vocational guidance and counseling, programming and course selection, inclusion of career guidance in the curriculum of the school at all grade levels, equality of opportunity to learn about the world of work, and cultural democracy in classroom management and teaching. (YLB)