For the past two decades, inequality of Educational opportunity has been the top issue in the Sociology of Education. Sociologists have focused that problems of inequality arise due to the reflection of inequality of social class in the selection and organization of knowledge, and not emphasized enough the inequality with respect to sex-roles. According to the Functionalism, knowledge has been considered neutral and absolute. However, from the viewpoint of Sociology of Knowledge and Conflict Theory including New Sociology of Education, knowledge is relative, and changes as the setting of an historica-social situation of a society changes. And sociologists have argued that curriculum taught in schools reflects the ideology of dominant social class, and further reproduce the ideology and socio-economic social class for children. In this study, the author advocate that textbooks editors and writers have traditional sex-role ideology as Mannheirn theorized in ‘extential determination of knowledge', and their ideology is reflected in the textbooks presenting the sex-role stereotypes. And teachers and parents who are the interpreters of knowledge in text books also have traditional sex-role perception, thus they lead to the inequal socialization for boys and girls at school and at home, and as a consequance children would reproduce traditional sex-role attitudes. In this research the following steps have been taken to examine the inequality of educational opportunity for women. First, the procedure of editing of Elementaty Education textbooks has been reviewed to see whether the criteria of equal idelogy of sex-role has been included in the process of research and development of textbooks ; Secondly, eighty editors and writers who participated in the textbook editing as well as ninety school teachers, and three hundred and eleven parents in Seoul, Seoul suburban area and countryside has been random-sampled for studying their sex-role perceptions and objectives of education ; Thirdly, sex-role attitude of three hundred eighty school children in three different communities mentioned above have been surveyed ; and Fourthly, all subjects of Elementaty school textbooks from 1st grade through 6th grade consisting of seventy textbooks have been analyzed in respect to the inequality of sex-roles in contents and drawings. The results show that 1) the procedure of research and development of textbooks did not include the criteria of equal ideology of sex-roles from the beginning to the near the end, and considered only once at the very last step of comprehensive examination at the Korean Educational Development of Education ; 2) editors and writers were found to have comparatively liberal attitude toward sex-roles in the factor analysis, however, their perception was inconsistent and dual in thought structure by presenting very strong sex-stereotypes in the objectives of educational and dual standards of educational philosophy (as seen Emile by Rousseau) for boys and girls; 3) textbooks were found to contain many stories and drawings of traditional sex-roles which seemed to be the mirror images of sex-role ideology of textbook writers and painters ; 4) teachers and parents, who are the interpreters of curriculum in the socialization of sex-roles for their children also have traditional sex-role perception in the factor analyses; 5) naturally, children have been found to be more traditional than their text book editors, teachers, and parents presumably due to learning the knowledge from the textbooks, through interactions with their early socialization agents together with the influence of mass media, interactions with peers, community, etc. It was not surprising to see more strongly traditional sex-role attitudes among children who reside in the suburban areas and countryside than in a big city. The cross-tabulation analyses of sex-role perception of textbook editors and writers showed that there were no significant relationships between their perception and their sex, social class, religion, generation, occupational group, etc. With regard to sex group, originally absolute small number of women participants in textbook editing process might have resulted in the insignificant relations between menwomen sex group and the traditional vs. liberal sex role perception. Education level seemed to have some relation showing that college graduates tend to be more traditional than participants with graduate education. However, this relation was not strongly significant. Among the textbooks of all subjects, 'Korean' and 'Moral Education' are found to be the most traditional in presenting sex-role ideology by consistantly emphasizing female character as passive, error-making, frequently condemned, fragile, inferior in performances, not-consideredseriously among the peers, above all, immoral, etc. whereas male characters are often described productive, strong, moral, aggressive, rightous, enthusiastic, important in classrooms, etc. Other subjects such as Social Studies, Mathematics, Science, Music, Art, Physical Education also contained fair amount of sex-role stereotypes. As Apple (1979) insisted, education is not neutral business but political behavior where dominant social class not only form but control the knowledge by selecting and organizing particular ideology among the whole culture. Knowledge in school curriculum reflect the values and ideology of traditional sex-role perception of Korean partriarchal society. This study provide the following implications for the curriculum and textbook reform for achieving the equality of education for both sexes: 1. In the process of research and development of textbooks, concrete criteria of equal ideology of sex-role has to be included in every step. 2. In the procedure of editing textbooks related interest groups, e.g. scholars of women's studies, women's groups, though not professional in curriculum, should be able to participate to reflect their opinions. 3. Centralized curriculum planning system initiated by the Ministry of Education has to be reformed in the decentralized pattern as practiced in major countries, e.g. the U.S., U.K., West Germany, etc. And furthermore, current The one-textbook-for-each-subject. System has to be terminated, and various textbooks developed by diverse textbook specialists and companies with various ideology have to be available for the elementary schools to choose. 4. Teacher training and recurrent education should revise their curriculum in order to include the subject for interpreting equal education in terms of sex-roles for children's socialization in classrooms. 5. In the administrative level, concrete guidelines for achieving equality have to be developed and oriented for all teachers with the help of supervisors. 6. For children, remedial program for equal vocational education has to be systematically built in all textbooks so that all children, whether boys or girls, would be able to develop their full potentiality, setting higher achievement motivation, positive career orientation, and ,thus enable them to live humane lives for the whole life-cycle.