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

目的是了解影响年轻人在学徒制和基于工作的学习（WBL）方面选择的性别刻板印象的无数来源。首先，通过对学徒职业隔离的政策和文献综述，包括来自其他国家的数据；然后调查年轻人对学徒相关信息的情境体验及其对他们选择的影响。这将支持苏格兰技能发展部制定促进学徒平等的政策和战略。这项博士研究将提供一个丰富和易于理解的描述年轻人在学徒阶段的性别刻板印象的经历，为促进工作场所平等提供有效的策略。概述、基本原理和目标。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，结合了工作经验。然而，科目、职业和学徒本身往往被潜在的学徒和那些参与建议、招聘和交付的人以性别的方式看待。这项博士工作将探索苏格兰年轻人的信息景观，以确定影响学徒选择的性别刻板印象的来源。本研究的综合目标是：收集和综合关于学徒制的职业隔离的现有工作，包括理论和应用方法以及其他国家的情况。目的：调查年轻人对职业生涯和学徒相关的潜在性别信息的情境体验及其对他们选择的影响。为SDS在学徒制和平等方面的进一步政策制定提供信息。研究问题RQ1。在英国国内和国际上，学徒制在多大程度上是性别隔离的？RQ2。当前和最近的主要政策和战略是什么，以解决性别陈规定型观念和年轻人在打工和学徒方面的选择差异？RQ3。什么样的理论解决了WBL和学徒制中的职业隔离，这些理论如何与从早期到离开学校的教育时间表相适应？RQ4。当年轻人回顾他们对学徒（或其他）的选择时，他们认为有哪些性别影响？在整个研究的设计和实施过程中，将支持学生促进平等、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。虽然方法如下，但方法的选择取决于学生。调查，然后设计一个方法是博士研究的重要组成部分。第一阶段：通过对与学徒制中职业隔离相关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、教育和培训数据的统计分析，包括SDS数据（RQs1和2），建立基线背景。阶段2：文献综述，以确定和建模围绕职业和学徒的性别观念的理论（RQ3）。第三阶段：从苏格兰的年轻人那里收集数据：制图范式鼓励参与性和创造性的方法（Mobley等人，2019；Taylor-Smith和Smith 2018） （RQ4）。第四阶段：分析和产出：在前两个阶段确定的实践和理论背景下，将第三阶段的研究结果定位，为解决苏格兰学徒制性别失衡的有效战略提供支持。利益和影响：交付变更。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撑这一现象的社会和文化因素，并指导SDS正在制定促进学徒性别平等的政策。

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.