Changing Lives: The Case for Women-Only Vocational Technology Training Revisited

Autor/inn/en	Rommes, Els; Faulkner, Wendy; Van Slooten, Irma
Titel	Changing Lives: The Case for Women-Only Vocational Technology Training Revisited
Quelle	In: Journal of Vocational Education and Training, 57 (2005) 3, S.293-317 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1363-6820
Schlagwörter	Foreign Countries; Females; Case Studies; Single Sex Classes; Adult Vocational Education; Information Technology; Role Models; Gender Issues; Self Esteem; Womens Education; Student Attitudes; Trainees; Group Dynamics; Netherlands; United Kingdom (Scotland) + Suchen Sie Ihr Suchwort? Ausland; Weibliches Geschlecht; Case study; Fallstudie; Case Study; Single-sex classes; Single-sex schools; Single sex schools; Getrenntgeschlechtliche Erziehung; Schule; Informationstechnologie; Identifikationsfigur; Geschlechterfrage; Self-esteem; Selbstaufmerksamkeit; 'Women''s education'; Frauenbildung; Schülerverhalten; Auszubildender; Weibliche Auszubildende; Gruppendynamik; Niederlande
Abstract	Women-only vocational courses in technology, which became popular across Western Europe during the 1980s, had fallen from fashion by 2000. Yet the need for such courses remains, at least in certain circumstances. Drawing on case studies of two women-only courses in information and communications technology (ICT), from the Netherlands and Scotland, it is shown that building the confidence of women whose self-esteem is low is key to any successful inclusion outcomes of such courses. It is also shown that, in order to be effective, the organisation and delivery of such training must involve a "heterogeneous" package of measures. It is argued that women-only vocational training in technology, along the model presented in this article, is needed and works for particular groups of women. Women-only technology training is justified on two further grounds--that the gender dynamics on single-sex courses are generally better for such women than those on mixed-sex courses, and that traditional associations between technology and masculinity are less likely to operate in a women-only setting. Being women-only seems to be especially important in relation to three elements of the training package: positive role model effects, mutual encouragement and support amongst trainees, and the safety to speak openly. (Contains 1 table and 24 notes.) (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10