Prof. Dr. Hannelore Faulstich-Wieland

The relevance of gender in school-based
vocational guidance and career education
Prof. Dr. Hannelore Faulstich-Wieland
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Outline of Presentation
1. Gender segregation in vocational
education
2. Theories that might explain the relevance
of gender in career choices
3. Career education and gender
Prof. Dr. Hannelore Faulstich-Wieland
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Vocational Education and Training in Hamburg
• New dual apprenticeships in 2012: 14.148
• women:
6.300
• men:
7.848
= 45%
= 55%
• Students in vocational schools in 2011/12:
• Dual vocational schools: 44% women (all together)
• School-to-work-transition-system: 39% women
• Schools for the healthcare-system: 78% women
•
1. Gender segregation in vocational education
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The first 20 occupations chosen by
4.119 men (= 53% of all male
apprenticeships)
The first 20 occupations chosen by
4.380 women (= 70% of all female
apprenticeships)
• Of these are
• Of these are
• 2238 in male dominated jobs = 54% like automotive mechatronics
engineer, plumbing and heating
installer, information scientist
• 2.265 in female dominated jobs =
52% - like medical and dental
assistant, hairdresser, legal assistant
or assistant tax consultant
• 1.764 in gender neutral jobs = 43% mostly management assistant in
different areas
• 2.043 in gender neutral jobs = 47%
• 117 in a female job = 3% management assistant in office
communication
1. Gender segregation in vocational education
• 72 in a male dominated job = 2% cook
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Women enrolled in Colleges and Universities in Hamburg in
2012/13
Colleges (Fachhochschulen)
University
16.736 = 46,7%
20.006 = 49,2%
STEM
1.531 = 18,1%
5.497 = 33,5%
Liberal arts and humanities
1.167 = 70,6%
10.305 = 67,4%
Medical occupations
4.062 = 72,7%
2.090 = 59,4%
First semester students
1. Gender segregation in vocational education
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Gender segregation in vocational education and training
• More women in schools (no pay, instead maybe fees)
• More men in dual vocational education
• More men in school-to-work-transition projects
• Women concentrate more on few occupations than men do
• Segregated labor market – medical assistents versus technical
jobs
• Equal participation in university enrollment
• Segregation in STEM and liberal arts as well as medicine
• Efforts to make women choose STEM-occupations and men
social ones (child care, primary school teacher)
1. Gender segregation in vocational education
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John Holland-Model
RIASEC
Realistic
Intellectual
Artistic
Social
Entrepreneur
Conventional
2. Theories that might explain the
relevance of gender in career choices
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Linda Gottfredson:
Circumscription of
Aspirations
According to
Perceptions of JobSelf Compatibility
(the example represents
a hypothetical middleclass boy of average
intelligence)
2. Theories that might explain the
relevance of gender in career choices
Doing gender
2. Theories that might explain the
relevance of gender in career choices
Project: Career Education and future oriented Occupations
• Interviews with teachers in Hamburg and Munich and with
educators in out of school education
• Reasons for the gender segregation: parents, peers, employers
• Career Education in school – their own role – was not in the
focus
• Very little efforts to expand the „zone of acceptable
alternatives“
• Little experience with jobs outside school
• Nearly no gender awareness, sensibility or competencies
3. Career education and gender
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Out of school Activities in Career Education
• Girls‘ Day
• „astonished“ how broad the zone of acceptable alternatives is
• Neue Wege für Jungs (New ways for boys)
• „unaware“ of „untypical“ interests of boys
• MeetMETruck (Fiebig 2010)
• Teachers‘ mindset on gender is relevant
• Altogether: educators are misjudging interests of boys
and girls
3. Career education and gender
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Résumé
•
•
•
•
Not enough research
School is important in career educations processes
Most educators are not „gender aware“
Genderawareness
• Knowledge of gender segregation processes
• Knowledge of gender theories
• Self-reflection of underlying gender image (what do I accept as gender
appropriate?)
• Gender competency as a core requirement for educators
3. Career education and gender
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References
BIBB Datenbank http://www.bibb.de/de/63241.htm
Bourdieu, Pierre (1997): Die männliche Herrschaft. In: Dölling, Irene/Krais, Beate (Eds.): Ein alltägliches
Spiel - Geschlechterkonstruktion in der Praxis. Frankfurt/Main: Suhrkamp, pp. 153–217.
Budde, Jürgen; Debus, Katharina; Krüger, Stefanie (2011): „Ich denk nicht, dass meine Jungs einen
typischen Mädchenberuf ergreifen würden.“ Intersektionale Perspektiven auf Fremd- und
Selbstrepräsentationen von Jungen in der Jungenarbeit. In: Gender 3 (1), S. 119–127.
Faulstich-Wieland, Hannelore (2004): Doing Gender: Konstruktivistische Beiträge. In: Glaser, Edith/Klika,
Dorle/Prengel, Annedore (Eds.): Handbuch Gender und Erziehungswissenschaft. Bad Heilbrunn/Obb.:
Klinkhardt, pp. 175–191.
Fiebig, Edda (2010): Technikzugang, Technikhaltung und Berufsorientierung bei Schülerinnen und
Schülern. Dissertation Technische Universität München.
Goffman, Erving (1994): Interaktion und Geschlecht. Frankfurt/Main: Campus.
Gottfredson, Linda S. (2002): Gottfredsons's Theory of Circumscription, Compromise and Self-Creation.
In: Brown, Duane (Ed.): Career choice and development.. San Francisco, CA: Jossey-Bass, pp. 85–148.
Prof. Dr. Hannelore Faulstich-Wieland
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References
Hofmann-Lun, Irene/Rother, Jessica (2012): Sind MINT-Berufe zukunftsträchtig auf für
Hauptschülerinnen? Pädagogische Einflussmöglichkeiten auf die Erweiterung des
Berufswahlspektrums. Deutsches Jugendinstitut/Universität Hamburg: München & Hamburg
Holland, John L. (1996): Exploring Careers With a Typology. What We Have Learned and Some New
Directions. In: American Psychologist 51, 1996 (4), pp. 397–406.
https://www.bildungsmonitoring.de/bildung/online/data; Tabelle E7.1
Statistisches Bundesamt, Fachserie 11, Reihe 4.1, WS 2012/2013, Vorbericht, Tabelle 2.2
Wentzel, Wenka/Mellies, Sabine/Schwarze, Barbara (Hrsg.) (2011): Generation Girls'Day. Leverkusen:
Budrich UniPress Ltd.
West, Candace/Zimmerman, Don H. (1991): Doing Gender. In: Lorber, Judith/Farrell, Susan A. (Eds.): The
Social Construction of Gender. Newbury Park: Sage, pp. 13–37.
Prof. Dr. Hannelore Faulstich-Wieland
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