Trades and Aides: The Gendering of Vocational Education in Rural Alberta

Autor/inn/en	Taylor, Alison; Servage, Laura; Hamm, Zane
Titel	Trades and Aides: The Gendering of Vocational Education in Rural Alberta
Quelle	In: Journal of Research in Rural Education, 29 (2014) 8, (15 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1551-0670
Schlagwörter	Foreign Countries; Vocational Education; Work Experience Programs; Rural Education; High School Students; Rural Youth; Gender Bias; Skilled Occupations; Allied Health Occupations; Social Mobility; Socialization; Learning Theories; Interviews; Sex Role; Sex Stereotypes; Vocational Interests; Occupational Mobility; Employment Level; Compensation (Remuneration); Career Development; Personal Autonomy; Credentials; Informal Education; Educational Opportunities; Canada + Suchen Sie Ihr Suchwort? Ausland; Ausbildung; Berufsbildung; Ländliche Erwachsenenbildung; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Rural area; Rural areas; Youth; Ländlicher Raum; Jugend; Jugendlicher; Geschlechterstereotyp; Fachangestellter; Gesundheitsberuf; Soziale Mobilität; Socialisation; Sozialisation; Learning theory; Lerntheorie; Interviewing; Interviewtechnik; Geschlechterrolle; Berufsinteresse; Berufliche Mobilität; Beschäftigungsgrad; Abfindung; Kompensation; Lohnausgleich; Berufsentwicklung; Individuelle Autonomie; Studienbuch; Informelle Bildung; Nichtformale Bildung; Bildungsangebot; Bildungschance; Kanada
Abstract	This article examines two Canadian high school work experience programs that focus on rural youth. The first encourages students to consider work in skilled trades, while the second encourages them to become qualified as healthcare aides. Both programs were designed to encourage high school students to explore careers in fields where labor market shortages were anticipated. Yet as this study shows, they are likely to perpetuate gender-based inequalities in the economic and social mobility of rural youth. We draw on socio-cultural learning theories to show how socialization and workplace practices serve to reinforce gendered participation patterns in healthcare and trades. We conclude with the recommendation that policy related to youth career exploration and work experience include strategies to disrupt social processes that systematically disadvantage rural women. (As Provided).
Anmerkungen	Penn State University College of Education, Center on Rural Education and Communities. 310B Rackley Building, University Park, PA 16802. Tel: 814-863-2031; Web site: http://www.jrre.psu.edu/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10