Exploring the Misrepresentation of Nigerian Women in Technical and Vocational Education in Polytechnic Institution

Autor/inn/en	Akor, Robert; Bakar, Ab Rahim Bin; Hamzah, Azim B. Hj.; Rashid, Abdullah Bin Mat
Titel	Exploring the Misrepresentation of Nigerian Women in Technical and Vocational Education in Polytechnic Institution
Quelle	In: International Journal of Education and Literacy Studies, 2 (2014) 4, S.12-23 (12 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2202-9478
Schlagwörter	Foreign Countries; Vocational Education; Womens Education; Womens Studies; Phenomenology; Qualitative Research; Semi Structured Interviews; Student Experience; College Students; Mathematics Anxiety; Social Support Groups; Gender Bias; Employment Potential; Role Models; Career Awareness; Family Work Relationship; Barriers; Educational Opportunities; Hermeneutics; Nigeria + Suchen Sie Ihr Suchwort? Ausland; Ausbildung; Berufsbildung; 'Women''s education'; Frauenbildung; Phenomenological psychology; Phänomenologie; Psychologie; Qualitative Forschung; Studienerfahrung; Collegestudent; Social support; Soziale Unterstützung; Geschlechterstereotyp; Arbeitsmarktbezogene Qualifikation; Beschäftigungsfähigkeit; Identifikationsfigur; Karrierebewusstsein; Bildungsangebot; Bildungschance; Hermeneutik
Abstract	Nigerian government is making frantic efforts to drive her economy by laying emphasis on technical and vocational education to enable her compete favorably in the global market. Emphasis of government is in Polytechnic education where skills for self-reliant and economic growth are a priority. However, women are not embracing this opportunity by participating in the program that will equip them with skills and contribute to national development. In all 14 female participants were purposefully selected from Polytechnic. Phenomenological methodology was adopted and data collected were transcribed and analyzed. Results from the study include math/science phobia, perceived social support, and contextual roles among reasons for misrepresentation of women in technical and vocational education. Unless women have increased access to technical and vocational education in order to build diverse technical skills their vulnerability to unemployment and poverty will be on the rise. The findings of this study will guide stakeholders to develop a framework for improving the enrollment of women in this field. (As Provided).
Anmerkungen	Australian International Academic Centre PTY, LTD. 11 Souter Crescent, Footscray VIC 3011, Australia. Tel: +61-3-9028-6880; e-mail: support@aiac.org.au; Web site: http://www.journals.aiac.org.au/index.php/IJELS/index
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01