Gendered information landscapes and their impact on routes into and through apprenticeships

摘要：我们的目的是了解影响年轻人选择学徒制和基于工作的学习（WBL）的性别陈规定型观念的无数来源。首先，通过政策和文献综述围绕职业隔离的学徒，包括来自其他国家的数据，然后调查年轻人的信息相关的学徒及其对他们的选择的影响的情况下的经验。这将支持苏格兰技能发展部制定政策和战略，促进学徒制中的平等。这项博士研究将提供一个丰富的和可访问的描述青年人的性别定型观念在学徒方面的经验，为有效的战略，以促进工作场所的平等。概述、理由和目标。苏格兰学徒制为学习者和雇主提供了重要的新途径，提供了有效的学习途径，并结合了工作经验。然而，潜在的学徒和那些参与咨询、招聘和交付的人往往从性别角度看待学科、职业和学徒制本身。这项博士工作将探讨苏格兰年轻人的信息景观，以确定影响学徒选择的性别陈规定型观念的来源。研究的综合目标是：收集和综合职业隔离方面的现有工作，包括理论和应用方法，以及其他国家的情况。 探讨青少年对与工作学习和学徒制相关的潜在性别信息的情境体验及其对青少年选择的影响。 为SDS关于学徒制和平等的进一步政策制定提供信息。研究问题RQ 1。在英国国家和国际上，学徒制在多大程度上按性别隔离？RQ 2.在解决性别陈规定型观念和青年人在工作基本技能和学徒制方面的选择差异方面，目前和最近有哪些主要政策和战略？RQ 3.什么理论解决了WBL和学徒制中的职业隔离，这些理论如何与从早年到离开学校的教育时间表相适应？RQ 4.当年轻人回顾他们选择学徒（或其他）时，他们发现了哪些性别影响？在整个研究的设计和实施过程中，学生将得到支持，以促进平等，多样性和包容性，例如在与参与者，项目利益相关者和研究网络的互动中。虽然方法建议如下，但方法的选择取决于学生。研究，然后设计一种方法是博士研究的重要组成部分。第一阶段：通过对有关学徒制职业隔离的国家和国际证据进行政策分析，包括对各国相关劳动力市场、教育和培训数据进行统计分析，包括SDS数据，建立基线背景（RQ 1和2）。第2阶段：文献审查，以确定和模型理论围绕性别的职业和学徒的看法（RQ 3）。第三阶段：收集苏格兰年轻人的数据：映射范式鼓励参与和创造性方法（Mobley et al. 2019; Taylor-Smith and Smith 2018）（RQ 4）。第四阶段：分析和产出：将第三阶段的调查结果定位在前两个阶段确定的实践和理论背景下，支持对解决苏格兰学徒制性别不平衡问题的有效战略的见解。效益和影响：实现变革。这项研究将支持SDS了解学徒中的性别隔离，包括在苏格兰背景下支持这一点的社会和文化因素，并指导SDS正在制定政策，以促进学徒中的性别平等。

Abstract The aim is to understand the myriad sources of gender stereotyping that impact on young people's choices around apprenticeships and work-based learning (WBL). First, by a policy and literature review around occupational segregation in apprenticeships, including data from other countries; then investigating young people's situated experience of information related to apprenticeships and its influence on their choices. This will support Skills Development Scotland to build policies and strategies to promote equality in apprenticeships. This doctoral study will provide a rich and accessible depiction of young people's situated experience of gender stereotyping in terms of apprenticeships, informing effective strategies to promote workplace equality. Overview, rationale, and aims. Scottish apprenticeships provide important new routes for learners and employers, offering efficient learner pathways, incorporating work experience. However, subjects, careers, and apprenticeships themselves are often seen in gendered terms, by potential apprentices and those involved in advice, recruitment, and delivery. This doctoral work will explore the information landscapes of young people in Scotland to identify the sources of gender stereotyping influencing apprenticeship choices. The integrated aims of the study are: To gather and synthesise existing work in occupational segregation, regarding apprenticeships, including both theoretical and applied approaches, and the situation in other countries. To investigate young people's situated experience of potentially gendered information related to WBL and apprenticeships and its influence on their choices. To inform SDS' further policy development around apprenticeships and equality. Research questions RQ1. To what extent are apprenticeships segregated by gender in UK nations and internationally? RQ2. What are the main current and recent policies and strategies to address gender stereotyping and disparities in young people's choices around WBL and apprenticeships? RQ3. What theories address occupational segregation in WBL and apprenticeships, and how do these fit with educational timelines from early years to leaving school? RQ4. What gendered influences do young people identify when looking back over their choices of apprenticeships (or otherwise)? Methods and approach Throughout the design and implementation of the study, the student will be supported to promote equality, diversity, and inclusion, for example in their interactions with participants, project stakeholders, and research networks. While methods are suggested below, the choice of method rests with the student. Investigating, then designing a methodology is a vital part of doctoral study. Phase 1: Establish the baseline context through a policy analysis of national and international evidence in relation to occupational segregation within apprenticeships, including statistical analysis of relevant labour market, education, and training data across nations, including SDS data (RQs1 and 2). Phase 2: Literature review to identify and model theories around gendered perceptions of careers and apprenticeships (RQ3). Phase 3: Gather data from young people in Scotland: The mapping paradigm encourages participatory and creative methods (Mobley et al. 2019; Taylor-Smith and Smith 2018) (RQ4). Phase 4: Analysis and outputs: Position the findings from phase 3, within the practical and theoretical contexts identified in the first two phases, supporting insights into effective strategies to address gender imbalance in apprenticeships in Scotland. Benefits and impact: delivering change. This research will support SDS to understand gender segregation in apprenticeships, including the social and cultural factors underpinning this in the Scottish context, and guide SDS in their ongoing development of policies to promote gender equality in apprenticeships.