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UNWLA’S SCHOLARSHIP PROGRAM, 1968-1978: THE FIRST TEN YEARS The story of donors to UNWLA’s Scholarship Pro gram is a heartwarming one. The first sponsors were Hryts Bartosh of Denver, Colo, (now deceased) and his wife Anelia. Others soon followed their lead. While some do nors were wealthy, most were people of average of little in come. Many were elderly people who contributed money from their Social Security checks because, as they wrote,” nothing is more important than the education of a Ukrainian child.” By 1976 there were 120 sponsors of UNWLA scholarships. They hailed from all parts of the world and some donated several scholarships annually. This ex traordinarily enthusiastic response to UNWLA’s fund raising efforts was due as much to the structure of the Scholarship Program itself as it was to widespread publicity about the Program. An important feature of the Program is contact between the sponsor and the ’’adopted” student. The Program’s requirement that the student should be able to read and write Ukrainian is designed both to en courage the use of the language on a local level by the students, and to tie together students and sponsor via correspondence, thereby bridging the gap between Ukrainians in different parts of the world. (Indeed several sponsors have travelled to South America just in order to meet their "adopted” students). A number of safeguards have been built into the structure of the UNWLA Scholarship Program which have prevented any possible abuses of an effort such as this, and have inspired the confidence of donors that Mrs. Rosalynn Carter holding daughter born to a delegate at the Houston Conference. Olya Stawnychy looks on. Picture taken at White House Ceremony, March 22, 1978. This report includes the 26-point National Plan of Action approval at the Conference, which makes recomm endations on what must be done by the Federal, state and local governments to eliminate remaining barriers to equality. After receiving the report, President Carter has 120 days under the law to submit his own proposals to C ongress, based on the Conference re comm endations. Ms. Abzug noted that, in completing its mission under Public Law 94-167 the Commission leaves behind it a continuing comm ittee of the conference, a group of more than 400 women and men from every part of the country. That group has been assigned to carry out the mandate of Houston. "With liberty and justice for all’ is a pledge we take seriously,” Ms. Abzug said. ”We want our elected leaders to understand that ’all’ includes us, the 51.3 per cent of Americans who are women, and human rights includes equal rights for American w om en.” many people, becam e a law concerned only with athletics. The /act that the law simply banned discrimination — in admission, for example — was lost in the shuffle. Today, the regulation have finally been approved and all educational institutions have been required to comply with the* law by July of 1978 — a mere six years after p assage of Title IX. Perhaps the most bally-hooed change implemented under this legislation was the enrollment of women students at the nation’s most prominent military academ ies. Female West Point cadettes and predictions of the moral collapse of the Western world notwithstanding, Title IX has not created the strong impact even its opponents had predicted. As public attention turned to other issues, the educational establishment has been slow to respond to the threat of budget cut-offs. Compliance has been minimal, as reported by groups monitoring the system; one such group the Project in Equal Education Rights (PEER), has claimed that change would com e more quickly if the federal government were more committed to enforcing the law. Nevertheless, educators and administrators in a growing number of institutions are assuming the responsibility for providing equal education to all students. As required by Title IX, admission policies are changing, hiring and promotion policies for staff are being reformed, budget allocations are being restructured to reflect more fairly the student populations served. While Title IX provided the legal basis for eliminating sex- discrimination in the operations of educational institutions, it did not provide assistan ce in other areas where change was needed. For example, even if the adm issions policy of a vu- cational/technical sch ool had been amended to permit matriculation of fem ale students, the curriculum of that very sam e sch ool could remain sex-biased. If the textbooks, teaching staff and testing instruments reflected sex -stereo typed attitudes, the students were still not enjoying the kind of equal educational opportunity guaranteed by the law and the Constitution. On August 21, 1974, Public Law 93-380 was passed by C ongress. Included in this lengthy and com plex Congressional bill was a brief Section 408, cited as the W omen’s Educational Equity Act (WEEA). Section 408 begins as follows: ’’The C ongress hereby finds and declares that educational program in the United States (including its p ossessio n s), as presently con ducted, are frequently inequitable as such programs relate to women and frequently limit the full participation of all indi viduals in American so ciety .” In order to remedy this situation, Section 408 mandated the appropriation of funds for programs designed to achieve sexual equity in all a sp ects of education. Since 1975 WEEA-funded programs have been conducted at all levels of education, from kindergarten to adult training cla sses. As a result, textbooks have been revised, new tests have been developed, teachers have been sensitized to the problems of sex-stereotyping and entire curricula have been re formulated to achieve more equitable participation of both s e x e s in the learning process. The impact of th ese reforms should be trickling down to every cJassroom in the United States. 22 НАШЕ ЖИТТЯ, ТРАВЕНЬ, 1978 Видання C оюзу Українок A мерики - перевидано в електронному форматі в 2012 році . A рхів C У A - Ню Йорк , Н . Й . C Ш A.
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