Literaturnachweis - Detailanzeige
| Autor/in | Hargroder, Margaret |
|---|---|
| Institution | Louisiana State Dept. of Education, Baton Rouge. Office of Vocational Education. |
| Titel | Louisiana's Achievements for Gender Equity in Vocational Education. |
| Quelle | (1994), (32 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Nontraditional Education; Nontraditional Occupations; Nontraditional Students; Outcomes of Education; Postsecondary Education; Program Effectiveness; Sex Fairness; State Programs; Student Recruitment; Vocational Education; Louisiana |
| Abstract | This study, a sequel to the 1989-93 Louisiana enrollment status report, compares 1993-94 and prior-year student enrollment in programs that are not traditional for their gender. It identifies the practices, barriers, and achievements of special groups in the area of sex equity and summarizes the state's observed achievements toward sex equity. Statistical data for the study were derived from the Louisiana Vocational Education Data System, project reports, and student intake forms collected by schools. Some of the conclusions are as follows: (1) progress has continued to be made toward sex equity, especially in preparing men for occupations traditionally dominated by females; (2) rates of students in vocational programs not traditional for their gender increased by approximately 3 percent over the previous academic years, with males in business and health programs continuing to comprise more than 80 percent of nontraditional enrollment; (3) institutions continued to use diverse strategies in recruitment, retention, and placement of students; (4) the state continued to award numerous competitive grants to institutions for the implementation of projects for sex equity and single parents, displaced homemakers, and single pregnant women; (5) project descriptions showed increases compared to previous years in the use of comprehensive approaches for students' access to and matriculation in programs and job placement; (6) projects showed increases in tracking of students upon their leaving, but this area continues to be a weak aspect of programs; (7) about half of those with outcome data were completers of their programs and about one-third were completers with standard-or-above positions in their fields; and (8) projects for state leadership and evaluation implemented numerous activities and produced materials to promote gender equity, such as workshops, a state conference, literature, a newsletter, videotapes; and conducted research to monitor the state's progress toward gender equity. (KC) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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