Safety in Stereotypes? The Impact of Gender and "Race" on Young People's Perceptions of Their Post-Compulsory Education and Labour Market Opportunities

Autor/inn/en	Beck, Vanessa; Fuller, Alison; Unwin, Lorna
Titel	Safety in Stereotypes? The Impact of Gender and "Race" on Young People's Perceptions of Their Post-Compulsory Education and Labour Market Opportunities
Quelle	In: British Educational Research Journal, 32 (2006) 5, S.667-686 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0141-1926
Schlagwörter	Stereotypes; Gender Issues; Racial Differences; Employment Opportunities; Educational Opportunities; Postsecondary Education; Foreign Countries; Apprenticeships; Gender Differences; Lifelong Learning; Labor Market; Career Guidance; United Kingdom (England) + Suchen Sie Ihr Suchwort? Klischee; Geschlechterfrage; Rassenunterschied; Berufschance; Beschäftigungschance; Bildungsangebot; Bildungschance; Post-secondary education; Tertiäre Bildung; Ausland; Apprenticeship; Lehre; Geschlechterkonflikt; Life-long learning; Lebenslanges Lernen; Labour market; Arbeitsmarkt; Berufsorientierung
Abstract	This article examines the impact of gender and "race" on young people's perceptions of the educational and labour market opportunities available to them after they complete their compulsory schooling in England. Its findings are based on a study of the views of girls and boys about the government-supported "Apprenticeships" programme, which, because it reflects labour market conditions, is highly gendered and also segregated by ethnicity. The research shows that young people receive very little practical information and guidance about the consequences of pursuing particular occupational pathways, and are not engaged in any formal opportunities to debate gender and ethnic stereo typing as related to the labour market. This is particularly worrying for females, who populate apprenticeships in sectors with lower completion rates and levels of pay, and which create less opportunity for progression. In addition, the research reveals that young people from non-White backgrounds are more reliant on "official" sources of guidance (as opposed to friends and families) for their labour market knowledge. The article argues that, because good-quality apprenticeships can provide a strong platform for lifelong learning and career progression, young people need much more detailed information about how to compare a work-based pathway with full-time education. At the same time, they also need to understand that apprenticeships (and jobs more generally) in some sectors may result in very limited opportunities for career advancement. (Contains 2 tables, 4 figures and 6 notes.) (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10