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    Participation of Women in Cte

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    This document discusses the historical participation of women in career and technical education fields. It notes that traditionally, women were discouraged from working and their roles were limited to the home. However, wars and legislation like the Smith-Hughes Act and Title IX have increased women's participation in the workforce and access to vocational programs. Still, women face challenges like gender stereotypes, lack of support, and sexual harassment in nontraditional fields dominated by men. The document suggests strategies for addressing these issues, like mentorship programs, role models, and policies against harassment. It also profiles organizations that support women in STEM and trade careers. In conclusion, while progress has been made, more work is needed to overcome barriers limiting women

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    Participation of Women in Cte

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    This document discusses the historical participation of women in career and technical education fields. It notes that traditionally, women were discouraged from working and their roles were limited to the home. However, wars and legislation like the Smith-Hughes Act and Title IX have increased women's participation in the workforce and access to vocational programs. Still, women face challenges like gender stereotypes, lack of support, and sexual harassment in nontraditional fields dominated by men. The document suggests strategies for addressing these issues, like mentorship programs, role models, and policies against harassment. It also profiles organizations that support women in STEM and trade careers. In conclusion, while progress has been made, more work is needed to overcome barriers limiting women

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    This document discusses the historical participation of women in career and technical education fields. It notes that traditionally, women were discouraged from working and their roles were limited to the home. However, wars and legislation like the Smith-Hughes Act and Title IX have increased women's participation in the workforce and access to vocational programs. Still, women face challenges like gender stereotypes, lack of support, and sexual harassment in nontraditional fields dominated by men. The document suggests strategies for addressing these issues, like mentorship programs, role models, and policies against harassment. It also profiles organizations that support women in STEM and trade careers. In conclusion, while progress has been made, more work is needed to overcome barriers limiting women

    Copyright:

    © All Rights Reserved
    Download as PPTX, PDF, TXT or read online from Scribd
    Download as pptx, pdf, or txt
    61 views24 pages

    Participation of Women in Cte

    Uploaded by

    api-439595804
    This document discusses the historical participation of women in career and technical education fields. It notes that traditionally, women were discouraged from working and their roles were limited to the home. However, wars and legislation like the Smith-Hughes Act and Title IX have increased women's participation in the workforce and access to vocational programs. Still, women face challenges like gender stereotypes, lack of support, and sexual harassment in nontraditional fields dominated by men. The document suggests strategies for addressing these issues, like mentorship programs, role models, and policies against harassment. It also profiles organizations that support women in STEM and trade careers. In conclusion, while progress has been made, more work is needed to overcome barriers limiting women

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    of 24

    Chapter 7:

    Participation of Women in
    CTE
    Elizabeth Aluesi
    Discussion
    1. What does your mother do for
    employment?

    2. What did your grandmother do for


    employment?

    3. What did your great grandmother do for


    employment?

    4. DId your family support you in getting


    your education in FCS for employment?
    Historical Work Roles
    * Thousands of female workers in the textile business
    in the 1900’s

    * Role of a “good woman” did not include being in


    the workforce

    * War had a huge impact on women being employed


    - Civil War: women played an important role in industry and
    the production goods

    - World War I and II created many new jobs for women in


    factories, sewing rooms, and munition plants.
    Women at work spinning textiles at a mill in Alabama.
    Image credit: Wikimedia Commons
    Legislative Breakthroughs Affecting Women
    Smith-Hughes Act Title IX of the Education Amendment Carl D. Perkins Vocational Education
    Act
    * Provided first federal fundings for public No one can be excluded because of Increased emphasis on gender equity
    schools in agriculture, trade, industrial, and in vocational programs
    sex or denied benifits
    home ec.

    1917 1972 1984

    1963 1974

    Equal Pay Act Women Education Equity

    Equal pay between men and women Equal education for women in any
    First legislation to help with discrimination in
    the workforce field
    Pg. 93 Eliminated sex stereotypes
    What are some of the problems females
    face in nontraditional programs?
    Problems * Attitudes such as sex stereotypes and sex biases

    Associate * Sexual Harassment

    * Lack of Support from family, friends, mentors,

    d with Sex councilors, and etc. (Sproles, 1987)

    Recognizing these areas can help CTE educators

    Equity identify equity that can benefit both sexes.


    Image Credit: International Investment

    Revisitation of Title IX
    30 years after the enactment
    of Title IX a report by
    National Women’s Law
    Center found that counselors
    and recruiters and other
    gender-bias were creating
    serious barriers to women’s
    future earnings. (NCWLC,
    2002, pg.166).
    Effects of * This discourages non traditional enrollment by
    females and in practice restricted career and
    technical education opportunities for females to

    the lower-wage, traditionally female occupations.

    * Limits female access to benefits of CTE


    Problems * Limits the living wages that could provide self-
    sufficiency to females that males have long enjoyed
    Equity Status in CTE
    * 6/7 CTE program areas tend to be heavily sex
    typed.

    * Women dominate programs such as business,


    cosmetology, health occupations, and home
    economics

    * Men dominate programs such as agriculture,


    auto mechanics, building trades, and technology
    education
    Image Credit: Women in CTE
    STEM Oregon
    1. Develop a comprehensive sexual harassment
    policy for dissemination to administrators, staff,
    students, and parents.

    Suggestions for 2. Parents, students, staff, and lawyers should


    participate in writing the policy.

    Dealing with The 3. Student support groups should be available for

    Issue of Sexual
    students in nontraditional vocational classes.

    4. Develop a process to continuously monitor and

    Harassment
    evaluate your policy.
    (pg. 163)
    5. Provide workshops to train administrators, staff,
    and students about sexual harassment
    (Gordon & Schultz, pg. 163)
    5. As teachers you can
    . 2. Provide create unity through
    information on Select texts and 4. Provide women creating equal groups
    nontraditional careers materials free from students with role of boys and girls and
    1. Provide career gender bias models
    and families. be sure to call on a
    exploration variety of children
    activities in
    nontraditional
    settings.

    Strategies that can broaden the


    range of nontraditional 10. Work with
    employers to assist
    6. Develop
    Mentorship Programs
    opportunities for females in CTE them in obtaining
    highly skilled workers,
    (pg. 159) regardless of gender.

    7. Bring nontraditional
    8. Recognize the 9. Include assertiveness
    students and nontraditional
    workers to the attention of achievements of training as part of an
    all students through panel nontraditional students overall curriculum
    presentations and career-day
    conferences.
    * Purpose: “is to provide technical assistance to
    employers and labor unions to encourage the
    employment of women in apprentice programs and
    nontraditional occupation” (Gordon and Schultz, 164)

    * The only federal program designed specifically to


    help women enter nontraditional occupations, defined
    by law as those occupations in which women make up
    25 percent of the workforce or less.

    Women influenced by Wanto.


    Image Credit: Oregon Tradeswomen
    * Purpose: connect school-age girls to professional
    women in STEM careers who serve as role models
    and mentors

    * Nonprofit domestic and international educational


    program that addresses the shortage of students
    interested in pursuing STEM (Science, Technology,
    Engineering, and Mathematics).
    * “A nonprofit organization founded in 1994
    dedicated to integrating women into the full range of
    trades, technology, and science careers in which they
    are underrepresented

    * Works with teachers of career and technical


    education, science, and math; guidance counselors;
    school-to-work directors and coordinators and
    administrators” (IWWITS 1994)

    Clip art from iWiTTs


    * Purpose: founded in 1978 in New York City
    to prepare women for careers in construction,
    transportation, energy, and facilities
    maintenance industries

    * NEW partners with unions to provide


    apprenticeship training women, helping them Women influenced by NEW. Image Credit: New-NYC

    to become financially dependent.


    * It’s a camp held at the University of Wisconsin-
    Stout for girls between their 6th-7th grade years in
    school.

    * It has exposed 3,600 girls to STEM related career


    between 1997-2019.

    * Each girl builds and tests her own robot, learning,


    about electronics, plastics, and even packaging by
    Camp encouraging girls to pursue STEM careers. Image
    using the university’s lab. Credit: Idaho News
    Opportunities for
    Growth in CTE
    * Women have made advancement in CTE since Title IX passed. However, gender
    stereotypes implicit bias, unequal treatment, and sexual harassment remain high.

    * NCWGE (2017) reported that as of 2015, only a few states had boosted female
    participation and completion in unpresidential levels.

    - Eeight states include: California, Utah, Massachusetts, Washington, South Dakota,


    Texas, Florida, and Arizona—reported female participation in non-traditional fields
    of more than 40 percent at the secondary level.

    - Only Alabama and Kansa reported completion rates at the postsecondary level of 40
    percent or more—well above the national average of 34.1 percent and 32.8 percent.
    Image Credit: WWM

    Why is it important for women and


    minorities to become engineers and
    Women
    Representation in * ¼ jobs are held by woman

    STEM Occupations * Women in computer and mathematics jobs declined


    from 30 to 26 percent between 2000 and 2013 (Corbett
    & Hill)

    * Engineering is considered the second largest STEM


    occupation group, in 2015 only 12% of engineers were
    women. (Gordon & Schultz)

    * Representation in physical and life science jobs,


    increased from 8 percent of chemists in 1960 to 39
    percent in 2013. Women in STEM jobs earn 33% higher
    than earning comparable with non-STEM jobs

    Image Credit: Gordon & Schultz


    Recruitment and Retention of Women and Girls in
    STEM

    This pipeline leaks students at various stages: students who express interest in science careers
    sometimes change their minds when applying to colleges and universities and select other areas of
    study. Others begin their postsecondary education in a STEM program, but change majors before
    graduation. Finally, some students leave the pipeline after graduating with a STEM degree when they
    select another field as a career. One interesting feature of these leaks is that women leak out more than
    do men. (Blickenstaff, 2005, p. 369)
    Pipeline leak. Image credit: Shutterstock.
    * Having Role Models

    Effective * Non-Classroom Activities (ex: 4-H Camps)

    Recruitmen * Formation of emotional and social relationships within


    the academic community of STEM (Mrganson et al. 210)

    ts and * Implementation of recruitment programs that provide


    early exposure to nontraditional occupations (Tonglia,
    2013)
    Retentions What are some things you think can help with recruitment
    and retention?
    Major Challenges for CTE educators
    1. Retaining students in the pipeline as long as
    possible

    2. Motivate students to re-enter the pipeline in


    high school or college

    3. Maximize the STEM literacy of those that


    exit the pipeline at any point and enter the
    workforce as either informed citizens or
    STEM professionals. (Gordon & Schultz,
    pg. 173)
    Image Credit: Partners.Penfoster
    Summar In a time of technological advantages, women need
    to take advantage of the increasing information that
    is offered. The skills learned in STEM and CTE

    y equips them for a range of technological roles.


    All Resources found:
    Schultz, H.R.D.G. D. (2020). The History and Growth of Career and Technical Education in America. [VitalSource
    Bookshelf]. Retrieved from https://online.vitalsource.com/#/books/9781478640523/

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