Conflicts, competition and social support in female-dominated vocational education – breaking or reaffirming stereotypical femininity?

Hegna, Kristinn

doi:10.1080/13636820.2017.1303783

Cited by 7 publications

(6 citation statements)

References 28 publications

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“…In order to recognise different female positions, it is important to bring categories into the inquiry that help us notice when student behaviour does not match expectations (cf. Hegna 2017), and recognise that female students can break and comply with gender stereotypes simultaneously, as Hegna (2017) found in interviews with female students about social relationships in single-sex VET. Examples of different feminine positions identified in previous studies suggest that it is useful to apply analytical concepts that recognise different ways of doing femininity, while recognising consistencies in the division of labour, desired female characteristics, and the influence of gendered contexts of VET on students' behaviour.…”

Section: Framing the Inquiry: Being And Becoming A Female Student Andmentioning

confidence: 96%

Being and becoming a female student and worker in gendered processes of vocational education and training

Ledman

Nylund

Rönnlund

et al. 2020

Gender and Education

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This article reports results of an ethnographic study of how girls are positioned, and position themselves, in relation to gender regimes in three vocational programmes in Swedish upper secondary education: Restaurant Management & Food, Health & Social Care, and Vehicle & Transport. The comparison shows that there are different possible feminine positions where the girls resist and comply to varying degrees both within and between the programmes, with expectations interrelated with discourses of consumption, caring and production. However, generally the position of emphasised femininity is most prominent and becoming a female worker in the programmes' settings involves complying with feminine ideals of a caring discourse, regardless of whether the VET is oriented towards education for masculine production work, or feminine consumption work.

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Section: Framing the Inquiry: Being And Becoming A Female Student Andmentioning

confidence: 96%

Being and becoming a female student and worker in gendered processes of vocational education and training

Ledman

Nylund

Rönnlund

et al. 2020

Gender and Education

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show abstract

“…In this context, the maintenance of a good state of health and lower body mass index will result in a better perception of their physical self-concept, which will improve the development of physical activities or sports at the same time [61]. On the other hand, girls focus less on the development of competition, which explains the weaker relation discussed here [62].…”

Section: Discussionmentioning

confidence: 86%

Motivational Climate towards the Practice of Physical Activity, Self-Concept, and Healthy Factors in the School Environment

et al. 2019

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The objective of the present study was to define and contrast an explanatory model relating the motivational climate, body mass index, and adherence to a Mediterranean diet with the self-concept of school children. A further objective was to analyze the existing relationships between the variables included in the developed model according to sex, using a multi-group structural equation analysis. In the study, a total of 734 school children, of both sexes, reported their perceived motivational climate towards sport, body mass index, adherence to a Mediterranean diet, and self-concept. These children were aged between 10 and 12 years old and attended public school in the province of Granada (Spain). The multi-group structural equation model developed demonstrated an excellent fit to the empirical data (χ2 = 228.179; DF = 40; p < 0.001; CFI = 0.965; NFI = 0.958; IFI = 0.968; RMSEA = 0.048). The findings identified a direct negative relationship between the ego climate and the task climate. Furthermore, an inverse relationship was found between the task climate and body mass index, and a direct relationship was found between the ego climate and body mass index. Meanwhile, Mediterranean diet adherence was directly related to the task climate and negatively related to the ego climate. The main conclusions of the present study highlight the positive effects of a task-oriented motivational climate and adherence to a Mediterranean diet, with regards to body mass index. Furthermore, a task-oriented motivational climate and a lower body mass index are related to a more positive self-concept.

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“…Current policies and practices serve to uphold traditional gender roles in VET and workforce development initiatives by limiting women to labour market sectors corresponding to traditional views of women’s work (Butler and Ferrier, 2006; Hegna, 2017). National governments guide VET and industry responses to workforce needs, thereby addressing barriers or maintaining the status quo.…”

Section: Discussionmentioning

confidence: 99%

Gender in vocational education and training: an integrative review

Ray

Zarestky

2021

EJTD

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Purpose Vocational education and training (VET) programmes are key contributors to skill and talent development for nations worldwide, as aligned with the UN’s sustainable development goals (SDGs). The purpose of this paper is to explore gender inclusion in VET programmes from an economic feminist (EF) theoretical perspective. Design/methodology/approach This integrative literature review identified and analysed relevant empirical studies to create a more comprehensive representation of supports for global gender equity and economic growth through VET. Findings A gap exists between EF theory, human resource development and VET practices. Consequently, instructor preparation and practice do not adequately contribute to equitable workplaces beyond VET programmes. VET programmes continually struggle to create inclusive environments that support women and challenge masculinized fields and workplace norms. Research limitations/implications This paper limits empirical studies addressing gender in VET. Future empirical work should investigate the value to students, instructors and communities when masculine industry norms are reconstructed and redesigned for gender inclusivity. Practical implications VET advisors and instructors are influential in contextualizing vocational fields for students and influencing students’ career trajectories. Women need more accessible training and employment in traditional masculine industries. Originality/value This comprehensive review of gender in VET can aid in inclusivity efforts of programmes and employers and support nations’ efforts to achieve the UN’s SDGs.

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Conflicts, competition and social support in female-dominated vocational education – breaking or reaffirming stereotypical femininity?

Cited by 7 publications

References 28 publications

Being and becoming a female student and worker in gendered processes of vocational education and training

Being and becoming a female student and worker in gendered processes of vocational education and training

Motivational Climate towards the Practice of Physical Activity, Self-Concept, and Healthy Factors in the School Environment

Gender in vocational education and training: an integrative review

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