Factors Affecting Nontraditional Vocational Enrollments.

Autor/inn/en	Houser, Betsy Bosak; Garvey, Chris
Institution	Steiger, Fink and Kisecoff, Inc., Santa Barbara, CA.
Titel	Factors Affecting Nontraditional Vocational Enrollments.
Quelle	(1981), (26 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Community Colleges; Comparative Analysis; Enrollment; Family Characteristics; Family Influence; Females; Influences; Nontraditional Occupations; Occupational Aspiration; Peer Influence; Postsecondary Education; Sex Stereotypes; Student Characteristics; Students; Teacher Influence; Technical Education; Vocational Education; California + Suchen Sie Ihr Suchwort? Community college; Community College; Einschulung; Weibliches Geschlecht; Influence; Einfluss; Einflussfaktor; Non-traditional occupations; Alternatives Berufsfeld; Berufsneigung; Berufsziel; Post-secondary education; Tertiäre Bildung; Student; Schüler; Schülerin; Studentin; Technikunterricht; Ausbildung; Berufsbildung; Kalifornien
Abstract	This study identifies the internal and external factors which differentiate women who enter male-traditional vocational training programs from those who enter female-traditional programs. Data were collected from 470 women enrolled in California vocational training programs. The sample was stratified on both social class and type of vocational training site--either secondary, Regional Occupational Centers/Programs (ROPs), or community college. Approximately equal numbers of women in male-dominated programs (nontraditionals) and female-dominated programs (traditionals) completed the self-administered questionnaire regarding (1) demographic/family background; (2) support/encouragement from others; (3) peer experience with nontraditional programs; and (4) personality and sex-role orientation. Results revealed the student subgroups differed most significantly in the amount of support, encouragement, and discouragement they received from the important others in their lives. Recommendations are made for steps which can be taken to improve educational quality and foster equality of educational opportunity. (Author)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC