School to Work or School to Home? An Analysis of Women's Vocational Education in Turkey as a Path to Employment

Autor/inn/en	Alniaçik, Ayse; Göksen, Fatos; Yükseker, Deniz
Titel	School to Work or School to Home? An Analysis of Women's Vocational Education in Turkey as a Path to Employment
Quelle	In: Gender and Education, 31 (2019) 8, S.1040-1056 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Alniaçik, Ayse)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0954-0253
DOI	10.1080/09540253.2018.1465897
Schlagwörter	Foreign Countries; Womens Education; Females; Vocational Education; Gender Bias; Cultural Influences; Social Bias; Sex Stereotypes; Curriculum; Labor Market; Equal Opportunities (Jobs); High Schools; High School Graduates; Track System (Education); Decision Making; Coping; Homemakers; Public Policy; Turkey + Suchen Sie Ihr Suchwort? Ausland; 'Women''s education'; Frauenbildung; Weibliches Geschlecht; Ausbildung; Berufsbildung; Geschlechterstereotyp; Cultural influence; Kultureinfluss; Curricula; Lehrplan; Rahmenplan; Labour market; Arbeitsmarkt; Equal opportunity; Equal opportunities; Job; Jobs; Chancengleichheit; Beruf; High school; Oberschule; High schools; Graduate; Graduates; Absolvent; Absolventin; Leistungsgruppe; Leistungsdifferenzierung; Decision-making; Entscheidungsfindung; Bewältigung; Hausfrau; Öffentliche Ordnung; Türkei
Abstract	This paper focuses on women's vocational education in Turkey as a gendered and gendering process. Cultural norms about women's role in society, a vocational curriculum that echoes these norms, and a labour market with gender inequalities constitute the background against which women formulate their vocational preferences and seek pathways into the labour market. We use the literatures on gender and vocational education, school-to-work transitions, and gender bargains to analyse data from qualitative fieldwork with students and graduates of girls' vocational high schools. First, we scrutinize how students choose vocational tracks. Our findings point to the presence of a gendered bounded agency by students and graduates, according to which their choices echo traditional gender norms. Secondly, we discuss the transition from school to work, during which they are faced with gender prejudice in the labour market. Finally, we show how that process turns into a 'school-to-home' transition whereby graduates become homemakers. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01