Sixty-two elementary school students from rural communities were assessed regarding gender orientation, extent of gender stereotyping in career awareness, and other features of self-concept. A treatment group received a career education unit from a master teacher. Students were assessed before the program was initiated and after its completion. The findings confirmed other studies indicating that deficits to female and male youth through gender stereotyping and other discriminations are experienced early. The likelihood and implications of continued distractions to work and relationships through adulthood are discussed. Further, strategies that include family issues in school counseling programs are suggested to support children and youth, and to complement current guidelines for counseling programs. It is proposed that a family-based approach be used in order to enrich individual students developmentally through elevation of relational skills by introducing relevant concerns in role conflict from the physical, cognitive, social, emotional, and spiritual domains. Therefore, a family and relational background is presented as an important ingredient in preparation of counselors to address the needs of rural students, especially in regard to gender equity and its expression in the world of work and relationships. Evaluative research is ultimately expected to demonstrate the efficacy of this approach. An appendix, "Cultural Tendencies for Males and Females," is provided. (Contains 6 tables and 74 references.) (Author/MKA)