Gendered Transition Structures: Life Course Patterns after Completion of Gender-Segregated Vocational Education in Norway

Autor/inn/en	Lorentzen, Thomas; Vogt, Kristoffer Chelsom
Titel	Gendered Transition Structures: Life Course Patterns after Completion of Gender-Segregated Vocational Education in Norway
Quelle	In: Journal of Education and Work, 35 (2022) 1, S.64-77 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1363-9080
DOI	10.1080/13639080.2021.2009781
Schlagwörter	Vocational Education; Gender Differences; Foreign Countries; Gender Bias; Sex Stereotypes; Occupations; Secondary Education; Secondary School Students; Employment Level; Individual Characteristics; Unemployment; Income; Health; Disabilities; Welfare Services; Norway + Suchen Sie Ihr Suchwort? Ausbildung; Berufsbildung; Geschlechterkonflikt; Ausland; Geschlechterstereotyp; Beruf; Berufsumfeld; Sekundarbereich; Sekundarschüler; Beschäftigungsgrad; Personality characteristic; Personality traits; Persönlichkeitsmerkmal; Arbeitslosigkeit; Einkommen; Gesundheit; Handicap; Behinderung; Fürsorgeeinrichtung; Norwegen
Abstract	In this article, we present the results from a sequence analysis of two cohorts of young people skilled in gender-segregated vocational education in Norway. By using administrative data on monthly statuses in education, employment and welfare, we map life course trajectories during the 11 years after completion. The results suggest that men skilled in male-dominated trades experience the most favourable trajectories in terms of labour market inclusion and income progression, whilst women skilled in female-dominated tracks have the least favourable trajectories. More surprisingly, the two gender minorities appear to 'meet in the middle', displaying strikingly similar life course pattern. We interpret these results as indicating gendered transition structures which confront vocationally inclined youth. Though we cannot draw conclusions concerning underlying selection processes, our findings may inform discussions on why young men overall have remained more reluctant towards taking gender-untraditional paths through education and employment over recent decades. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01