The relevance of gender in school-based vocational guidance and career education

Transkript

1 The relevance of gender in school-based vocational guidance and career education Prof. Dr. Hannelore Faulstich-Wieland

2 Outline of Presentation 1. Gender segregation in vocational education 2. Theories that might explain the relevance of gender in career choices 3. Career education and gender Prof. Dr. Hannelore Faulstich-Wieland

3 Vocational Education and Training in Hamburg New dual apprenticeships in 2012: women: = 45% men: = 55% Students in vocational schools in 2011/12: Dual vocational schools: 44% women (all together) School-to-work-transition-system: 39% women Schools for the healthcare-system: 78% women 1. Gender segregation in vocational education

4 The first 20 occupations chosen by men (= 53% of all male apprenticeships) Of these are 2238 in male dominated jobs = 54% - like automotive mechatronics engineer, plumbing and heating installer, information scientist in gender neutral jobs = 43% - mostly management assistant in different areas 117 in a female job = 3% - management assistant in office communication The first 20 occupations chosen by women (= 70% of all female apprenticeships) Of these are in female dominated jobs = 52% - like medical and dental assistant, hairdresser, legal assistant or assistant tax consultant in gender neutral jobs = 47% 72 in a male dominated job = 2% - cook 1. Gender segregation in vocational education

5 Women enrolled in Colleges and Universities in Hamburg in 2012/13 Colleges (Fachhochschulen) University First semester students = 46,7% = 49,2% STEM = 18,1% = 33,5% Liberal arts and humanities = 70,6% = 67,4% Medical occupations = 72,7% = 59,4% 1. Gender segregation in vocational education

6 Gender segregation in vocational education and training More women in schools (no pay, instead maybe fees) More men in dual vocational education More men in school-to-work-transition projects Women concentrate more on few occupations than men do Segregated labor market medical assistents versus technical jobs Equal participation in university enrollment Segregation in STEM and liberal arts as well as medicine Efforts to make women choose STEM-occupations and men social ones (child care, primary school teacher) 1. Gender segregation in vocational education

7 John Holland-Model RIASEC Realistic Intellectual Artistic Social Entrepreneur Conventional 2. Theories that might explain the relevance of gender in career choices

8 2. Theories that might explain the relevance of gender in career choices Linda Gottfredson: Circumscription of Aspirations According to Perceptions of Job- Self Compatibility (the example represents a hypothetical middleclass boy of average intelligence)

9 2. Theories that might explain the relevance of gender in career choices Doing gender

10 Project: Career Education and future oriented Occupations Interviews with teachers in Hamburg and Munich and with educators in out of school education Reasons for the gender segregation: parents, peers, employers Career Education in school their own role was not in the focus Very little efforts to expand the zone of acceptable alternatives Little experience with jobs outside school Nearly no gender awareness, sensibility or competencies 3. Career education and gender

11 Girls Day Out of school Activities in Career Education astonished how broad the zone of acceptable alternatives is Neue Wege für Jungs (New ways for boys) unaware of untypical interests of boys MeetMETruck (Fiebig 2010) Teachers mindset on gender is relevant Altogether: educators are misjudging interests of boys and girls 3. Career education and gender

12 Not enough research Résumé School is important in career educations processes Most educators are not gender aware Genderawareness Knowledge of gender segregation processes Knowledge of gender theories Self-reflection of underlying gender image (what do I accept as gender appropriate?) Gender competency as a core requirement for educators 3. Career education and gender

13 BIBB Datenbank References Bourdieu, Pierre (1997): Die männliche Herrschaft. In: Dölling, Irene/Krais, Beate (Eds.): Ein alltägliches Spiel - Geschlechterkonstruktion in der Praxis. Frankfurt/Main: Suhrkamp, pp Budde, Jürgen; Debus, Katharina; Krüger, Stefanie (2011): Ich denk nicht, dass meine Jungs einen typischen Mädchenberuf ergreifen würden. Intersektionale Perspektiven auf Fremd- und Selbstrepräsentationen von Jungen in der Jungenarbeit. In: Gender 3 (1), S Faulstich-Wieland, Hannelore (2004): Doing Gender: Konstruktivistische Beiträge. In: Glaser, Edith/Klika, Dorle/Prengel, Annedore (Eds.): Handbuch Gender und Erziehungswissenschaft. Bad Heilbrunn/Obb.: Klinkhardt, pp Fiebig, Edda (2010): Technikzugang, Technikhaltung und Berufsorientierung bei Schülerinnen und Schülern. Dissertation Technische Universität München. Goffman, Erving (1994): Interaktion und Geschlecht. Frankfurt/Main: Campus. Gottfredson, Linda S. (2002): Gottfredsons's Theory of Circumscription, Compromise and Self-Creation. In: Brown, Duane (Ed.): Career choice and development.. San Francisco, CA: Jossey-Bass, pp Prof. Dr. Hannelore Faulstich-Wieland

14 References Hofmann-Lun, Irene/Rother, Jessica (2012): Sind MINT-Berufe zukunftsträchtig auf für Hauptschülerinnen? Pädagogische Einflussmöglichkeiten auf die Erweiterung des Berufswahlspektrums. Deutsches Jugendinstitut/Universität Hamburg: München & Hamburg Holland, John L. (1996): Exploring Careers With a Typology. What We Have Learned and Some New Directions. In: American Psychologist 51, 1996 (4), pp Tabelle E7.1 Statistisches Bundesamt, Fachserie 11, Reihe 4.1, WS 2012/2013, Vorbericht, Tabelle 2.2 Wentzel, Wenka/Mellies, Sabine/Schwarze, Barbara (Hrsg.) (2011): Generation Girls'Day. Leverkusen: Budrich UniPress Ltd. West, Candace/Zimmerman, Don H. (1991): Doing Gender. In: Lorber, Judith/Farrell, Susan A. (Eds.): The Social Construction of Gender. Newbury Park: Sage, pp Prof. Dr. Hannelore Faulstich-Wieland