This study investigated the sex-role attitudes of vocational guidance and counseling personnel in Texas. The population was comprised of vocational guidance counselors and vocational guidance teachers. The results demonstrated the association between their sex-role attitudes and the independent variables, occupation, sex, age, level of education, marital status, and school district size. Data were obtained by sending the Osmond-Martin Sex-Role Attitude Scale with questions for the collection of demographic information. The SRAS is an instrument designed to identify the traditionality of the respondents' sex-role attitudes in four separate categories. The survey instruments were sent to two randomly selected sample groups.

The problem of this study was to determine if there was a difference in the self-concept of two groups of ninth-grade students when one group received the services of junior and senior students in a Peer Assistance and Leadership class. The results of the Piers-Harris Children's—Self—Concept Scale were used to determine the difference between the mean self-concept scores of the two groups and also to determine if there was a relationship between the criterion variable of the total self-concept score and eight predictor variables as identified by House Bill 1010: Limited English proficiency, age, school attendance, achievement scores two or more years below grade level in reading and mathematics on a norm-referenced test, failure to master any portion of the Texas Educational Assessment of Minimum Skills, failure in two or more subjects, grade retention, and eligibility for free or reduced-price lunch. A total of 105 students, 50 in the experimental group and 55 in the control group, participated. The findings revealed that there was no significant difference in the mean self-concept scores of the two groups. The correlation revealed that there were significant differences between self-concept and the variables of mathematics achievement scores, failing grades, and eligibility for free lunch.