While it is not clear how much responsibility vocational education bears for the inequities in employment and earning patterns in Georgia, it is clear that men and women do not make vocational choices unencumbered by sex influences. Federal legislation provides mandates to reduce sex stereotyping and discrimination in vocational education. Sex stereotyping leads teachers to assume that males and females possess different sets of abilities, interests, values, and roles. These stereotyped expectations limit opportunities for individual development and lead females to develop unrealistic work attitudes and career plans. Stereotyping also results in increased work pressures for males. Although more women are in the labor force, wage and job segregation still exist. Vocational education programs mirror occupational choices in the labor force. Information from the 1980 Status Report of Males and Females in Vocational Education in Georgia indicates a slow growth toward integration of programs by sex. Wage disparities still exist. The predominance of vocational instructors in teaching areas traditional for their sex and the overwhelming predominance of men at higher administrative levels leads one to conclude that the state and local administration of vocational education in Gerogia is almost entirely a male dominated area. (MN)