Research from the late 1960's to 1974 reveals that early sex role socialization affects the intellectual achievement and career choices of women. Whereas preschool girls test as well or somewhat better than boys on various intelligence measures, high school boys test higher in general intelligence, and number, spatial, and analytic ability. One theory suggests that intellectual achievement interferes with the socialization process of girls, which emphasizes a nurturant and docile personality. A second theory finds girls to be more conforming, suggestible, and dependent on the opinions of others than boys and consequently more likely to be easily distracted and hindered in tasks calling for sequential thought. Other studies indicate that each sex is socialized to different behavioral patterns and different expectations of future roles from an early age. Such stereotyping leads girls to lack confidence in their ability to engage in intellectual pursuits; they are channeled not only by overt discrimination but also by an internalized sense of their own inadequacy into secondary roles in the work force and the home. Thinking of their market work as secondary to their true roles as wives and mothers, women tend to be docile workers, unlikely to organize or make demands. (KC)