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

这项研究将审查职业学习者在教育和职业选择方面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职业就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愿望方面的惰性方面具有价值。大学是16-18岁青少年最大的教育提供者，占年轻人的37%，而公立学校为22%（AOC：2016）。然而，为改善政策和成果而对该部门和研究提供的资金正在减少。“战略领域审查”正在重新塑造16岁后的部门，对技能短缺的强调使这成为讨论年轻妇女在职业道路上如何为经济做出贡献的适当时机。在英国，与学术学科的学科选择相比，研究职业学习者的职业和教育选择以及职业轨迹的研究很少（弗朗西斯，B。2010; Colley，A.等人2006; Davies，P. 2008）。18年前，平等机会委员会得出结论，“[…]性别.是青年人职业教育和培训经历的关键决定因素。”（平等机会委员会：1999年，第224页）。尽管确定了持续回归性别的“习惯”，但职业教育几乎没有变化，妇女继续走职业道路，导致“……”工资低，职业发展机会少或没有机会的职业部门和工作。”（平等机会委员会：1999年，第224页）。在2014/15学年，卫生和社会护理、儿童保育和美发专业的学生超过90%是女性，而工程和建筑专业的学生超过90%是男性（政府：2016年）职业性别隔离是通过工资差距和较低地位就业阐述的性别不平等的主要原因，“在一个职业中工作的男性比例每增加10个百分点，小时工资就增加1%。“（Walby & Olsen：2004年，第10页）对于进入职业学校学习的学生来说，这些不平等现象由于进入低收入职业和决策者缺乏解决青年男女职业选择不平衡问题的承诺而进一步扩大。本文将以横向和纵向职业性别隔离理论作为分析框架，通过对人力资本、偏好和父权制理论三种理论进路的考察。在通过这一分析框架考虑社会和结构性不平等时，将出现关于阶级、性别和种族在选择中的作用的问题。这项研究将通过以下一组11年级的学生进行职业选择和监测样本从进入职业学习和最终结果。与个案研究小组（计划在两个地点：大都市和较小的城市地区）的研究将侧重于青年人如何作出职业选择，以及他们的主观现实如何界定他们可以选择的概念。它将考虑到社会经济因素和地点。个案研究的使用强调了从年轻人的角度审视理性选择和经验的重要性。定性研究也将允许流动性，在追求新的调查线是敏感的上下文。我打算审查地方和国家统计数据，以了解该部门不断变化的模式。与部门工作人员和管理层的访谈和调查将提供证据，说明阻碍职业教育更根本变革的挑战和优先事项，并深入了解部门态度和最佳做法。政策和统计数据的探索将确定变革的主要文化障碍。

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.