Women in Workplace: Vocational Education and Segregated Division of Labor.

Autor/inn/en	Lasonen, Johanna; Burge, Penny L.
Titel	Women in Workplace: Vocational Education and Segregated Division of Labor.
Quelle	(1991), (16 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Access to Education; Affirmative Action; Attitude Change; Educational Opportunities; Employed Women; Equal Education; Equal Opportunities (Jobs); Foreign Countries; Nondiscriminatory Education; Nontraditional Occupations; Occupational Segregation; Postsecondary Education; Sex Fairness; Sex Role; Sex Stereotypes; Teacher Attitudes; Vocational Education; Vocational Education Teachers; Womens Education; Finland + Suchen Sie Ihr Suchwort? Education; Access; Bildung; Zugang; Bildungszugang; Attitudinal change; Einstellungsänderung; Bildungsangebot; Bildungschance; 'Female employment; Women''s employment'; Frauenbeschäftigung; Equal opportunity; Equal opportunities; Job; Jobs; Chancengleichheit; Beruf; Ausland; Non-traditional occupations; Alternatives Berufsfeld; Post-secondary education; Tertiäre Bildung; Sexualaufklärung; Geschlechterrolle; Lehrerverhalten; Ausbildung; Berufsbildung; Ausbilder; 'Women''s education'; Frauenbildung; Finnland
Abstract	The United States and Finland show a clear gender stratification in work life. The uneven, gender-biased division of labor has been maintained, even though about half of the total U.S. and Finnish labor force are women. In both countries, female students tend to make traditional occupational choices that prepare them for low-paying fields where career development and mobility are restricted. Legislation promoting gender equity and equal rights has been enacted to correct both the gender-segregated division of labor and uneven job advancement. Along with influences from legislative mandates, attitudes of vocational teachers can play a major role in attracting and retaining students in nontraditional programs. A group of 923 Finnish comprehensive vocational institute teachers (494 male, 425 female) were asked to respond to a gender-role attitude scale of 36 items related to the topics of macrolevel social change issues, perceptions of male and female familial roles, stereotypes of both sexes, women's extrafamilial roles, and stereotyping in educational practices. Findings indicate that female teachers hold more modern gender-role attitudes than the male teachers on almost all items. Male teachers tend to support women's housekeeping roles rather than their roles related to career development and leadership. Teacher educators are encouraged to facilitate analyses of gender-role attitudes. (Appendixes include 29 references and data tables.) (YLB)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC