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Women and Literacy The recent United Nations Fourth World Conference on Women concluded that if women are to progress their standing socially, economically, and politically, they must have access to top excellent schooling (Albright 1996). Although women in the USA have steadily improved their educational status, millions still have a problem getting appropriate education and training since "[r]ace, category, and gender assumptions arrange American culture in ways that place all girls, but particularly low-income women, in a disadvantage" (Laubach Literacy Action [LLA], "Facts about Women's Lives" n.d., p. 1). The truth is that 23 percent of those women in the United States aged 25 and above haven't gone beyond high school (ibid.) Reveals that, as a group, women continue to be educationally disadvantaged. Greater than 50 percent of new enrollments in federally funded adult basic education programs are women (Development Associates 1993), but until recently little attention has been given to the requirements of women literacy learners in the USA. Fortunately, that situation is changing. Georgia State University's Center for the Study of Adult Literacy has begun sponsoring conventions on literacy and women. Since 1994, when it began Women in Literacy/USA, LLA has been providing financial support to programs that empower women as well as creating a network of programs serving girls (LLA, "Project Overview" n.d.). There's also a growing literature base to support work with women literacy learners. Although much of the information was created overseas (e.g., Canada, Australia, and Great Britain), it raises issues which have significance for programs from the USA, including the following: Goals and Purposes. As descr...