Gender and choice: exploring the axiom of disadvantage in vocational education

性别与选择：探索职业教育中的劣势公理

• 批准号: 1947909
• 金额: --
• 依托单位: University of Leeds
• 依托单位国家: 英国
• 项目类别: Studentship
• 财政年份: 2017
• 资助国家: 英国
• 起止时间: 2017 至 无数据
• 项目状态: 已结题
• 来源: https://gtr.ukri.org/projects?ref=studentship-1947909
• 关键词: Gender; choice; exploring; axiom; disadvantage

This research will examine the persistent gender segregation in the educational and career choices of vocational learners. The impact of structurally perpetuated occupational gender segregation, socio-economic circumstance, careers education and individual choice will be explored to understand and explain why vocational routes into employment lead to disproportionate levels of disadvantage for women. This research has value in challenging the inertia of both state and education providers in addressing gendered choices and low aspiration. Colleges are the largest providers of education for 16-18 year olds with 37% of young people compared to 22% in state schools (AOC:2016). However, funding for the sector and research to improve policy and outcomes are in decline. The 'Strategic Area Reviews' are re-shaping the post-16 sector and the emphasis on skills shortages makes this an apt time to discuss how young women on vocational pathways contribute to the economy. There is dearth of research in the UK examining career and educational choices and career trajectory for vocational learners compared to subject choices for academic disciplines (Francis, B. 2010; Colley, A. et al. 2006; Davies, P. 2008). It is 18 years since the Equal Opportunities Commission concluded that '[...] gender...is the key determinant of vocational education and training experiences of young people.' (EOC:1999, 224). Despite the identification of persistent reversion to gendered 'habitus', little has changed in vocational education and women continue to follow career paths leading to '[...] occupational sectors and jobs where pay is low, with little or no opportunity for career development.'(EOC: 1999, 224). In 2014/15 students of health and social care, childcare and hairdressing were over 90% female, whereas students of engineering and construction were over 90% male (GOV:2016) Occupational gender segregation is the primary reason for gender inequality articulated through the pay gap and lower status employment, 'For every ten percentage points higher the proportion of men working in an occupation, hourly wages are boosted by 1%.' (Walby & Olsen:2004, 10) For students who enter vocational learning these inequalities are further magnified by entry to low paid occupations and a lack of commitment by policy makers to address the imbalance in the career choices of young men and women. The thesis will use, as its analytical framework theories of horizontal and vertical occupational gender segregation through an examination of three theoretical approaches: humancapital, preference and patriarchal theories. In considering social and structural inequalities through this analytical framework questions will arise about the role of class, gender and ethnicity in choice. The research will be conducted through following a group of Year 11 students making career choices and monitoring the sample from entry to vocational learning and eventual outcomes. The research with case study groups (planned in two locations: large metropolitan and smaller urban localities) will place emphasis on how young people make career choices and how their subjective reality defines the notion of the options available to them. It will take into consideration socio-economic factors and location. The use of case study reinforces the importance of examining rational choice and experience from the young person's perspective. Qualitative research will also allow for fluidity in pursuing new lines of enquiry which are context sensitive. I intend to examine local and national statistics to understand changing patterns in the sector. Interviews and surveys with sector staff and management will provide evidence of the challenges and priorities which prevent moreradical changes to vocational education and provide insight into sector attitudes and best practice. An exploration of policy and statistics will identify key cultural barriers to change.

本研究将探讨在职业学习者的教育和职业选择中持续存在的性别隔离。将探讨结构上长期存在的职业性别隔离、社会经济环境、职业教育和个人选择的影响，以了解和解释为什么进入就业的职业途径导致妇女处于不成比例的不利地位。这项研究在挑战国家和教育提供者在解决性别选择和低抱负方面的惰性方面具有价值。大学是16-18岁年轻人最大的教育提供者，有37%的年轻人接受大学教育，而公立学校只有22% （AOC:2016）。然而，用于改善政策和成果的部门和研究的资金正在减少。“战略领域评估”正在重新塑造16岁后的行业，对技能短缺的强调使得现在是讨论职业道路上的年轻女性如何为经济做出贡献的合适时机。英国缺乏对职业学习者的职业和教育选择以及职业轨迹的研究，与学科的学科选择相比（Francis， B. 2010; Colley， A. et al. 2006; Davies， P. 2008）。18年前，平等机会委员会（Equal Opportunities Commission）得出结论：“……]性别……是决定青年职业教育培训经历的关键因素。（eoc: 1999,224）。尽管性别“习惯”不断回归，但职业教育几乎没有改变，女性继续遵循通往“……”的职业道路。工资低、几乎没有职业发展机会的职业部门和工作。（eoc: 1999,224）。2014/15年度，卫生和社会护理、儿童保育和美发专业的学生中90%以上是女性，而工程和建筑专业的学生中90%以上是男性（政府资料：2016年）。职业性别隔离是性别不平等的主要原因，表现为薪酬差距和较低的就业地位。（Walby & Olsen: 2004,10）对于进入职业学习的学生来说，进入低薪职业和政策制定者缺乏解决年轻男女职业选择不平衡的承诺，进一步放大了这些不平等。本文将使用横向和纵向职业性别隔离理论作为分析框架，通过考察三种理论方法：人力资本、偏好和父权理论。在通过这一分析框架审议社会和结构上的不平等时，将产生关于阶级、性别和种族在选择中的作用的问题。这项研究将通过跟踪一组11年级的学生进行职业选择，并监测样本从进入职业学习到最终结果。案例研究小组的研究（计划在两个地点：大城市和较小的城市地区）将重点放在年轻人如何做出职业选择以及他们的主观现实如何定义他们可以选择的概念。它将考虑社会经济因素和地理位置。案例研究的使用强化了从年轻人的角度审视理性选择和经验的重要性。定性研究还将允许在追求对上下文敏感的新调查方面具有流动性。我打算检查地方和国家的统计数据，以了解该部门不断变化的模式。对部门工作人员和管理人员的访谈和调查将提供证据，证明阻碍职业教育道德变革的挑战和优先事项，并提供对部门态度和最佳做法的见解。对政策和统计数据的探索将确定变革的主要文化障碍。