Cultural stereotypes and professional self-socialisation in the transition from education to work

Abstract

A key insight from studies of gender segregation is that the allocation of different groups to different positions in the labour market is strongly related to ascribed status. Shared gendered cultural beliefs generally portray men as more competent and of a higher status than women, and position some workers as more suited than others to perform different types of work and tasks. Yet, although much work has been done on status and gender segregation, this research tends to overlook the intersections of gender, race, and ethnicity. This study contributes to the literature by examining how skills and competence are valued in traditionally gender-segregated professions that have seen an increased influx of immigrants and ethnic minorities. Drawing on 66 qualitative interviews with Norwegian students, the study analyses, first, how gender, racial, and ethnic stereotyping of tasks and competencies affect the students' aspirations in transition from education to work, and second, how the intersection between race, ethnicity, and gender plays out quite differently in different professions. Theoretically, I develop the concept of 'professional self-socialisation' , which points to the process whereby individuals adapt and redefine their aspirations to the gendered, ethnic, and racial hierarchy of suitability within their profession. ARTICLE HISTORY

Students and their professional work in international perspective. Comparative analysis of social attitudes

“…It can be full-time, part-time or casual work. It helps to improve state of students' budgets and at the same time it allows to gain valuable experience [21,22,23].…”

Skilful sailors and natural nurses. Exploring assessments of competence in female- and male-dominated study fields

“…They argue that identifying with what is seen as core competence in the profession is crucial to pursuing a career, to persistence and to the feeling of being suited to a profession. Previous research has demonstrated that an individual's perceived ability to meet the competence ideals in educational programmes strongly influences identification and a sense of belonging (Orupabo 2018). Making use of the concept of self-socialisation (Heinz 1999), Orupabo (2018) shows how students' sense of professional suitability is an ongoing learning process, influenced by the competence ideals in specific educational programmes.…”

“…Furthermore, studies of what promotes gender inclusion and exclusion in education suggest that the gender minority lacks both professional and social confidence in heavily gender-typed educational fields and professions, and therefore is less likely to persist than the gender majority (Cech et al 2011;Stott 2007). However, being the underrepresented gender in an educational context does not automatically lead to marginalisation and exclusion, since different educational contexts might harbour different possibilities for gender inclusion and exclusion (Orupabo 2018). This calls for an attention to what promotes students' confidence in their ability to fulfil the knowledge, skills and personal qualities required in gendertyped study programmes.…”

Raising retention rates towards achieving vocational and career aspirations in Pacific communities

“…One student summarised in their response the voice of many when they stated The factors identified as benefits of completing a degree, particularly external motivators such as the ability to provide for one's family, reinforce a desire to keep at study and reach towards course completion, which are often shared by Pacific university students. The desire to also positively shape and create better opportunities beyond the margins, stereotypes and labels generally afforded within Western societies (Orupabo, 2018) where also at the core of such responses.…”