Gender Equity and School-to-Career. A Guide to Strengthening the Links to Nontraditional Careers.

Autor/in	Silverman, Suzanne
Institution	Connecticut Women's Education and Legal Fund, Hartford.
Titel	Gender Equity and School-to-Career. A Guide to Strengthening the Links to Nontraditional Careers.
Quelle	(1999), (18 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Leitfaden; After School Programs; Articulation (Education); Career Education; Classroom Techniques; Clubs; Community Colleges; Conferences; Education Work Relationship; Educational Strategies; Elementary Secondary Education; Enrollment Influences; Equal Education; Fused Curriculum; Integrated Curriculum; Intergenerational Programs; Learning Activities; Linking Agents; Nontraditional Occupations; Outreach Programs; Parent Participation; Postsecondary Education; School Business Relationship; Sex Fairness; Student Organizations; Student Recruitment; Summer Programs; Systems Approach; Tech Prep; Technical Institutes; Two Year Colleges; Vocational Education; Womens Education; Workshops; Connecticut + Suchen Sie Ihr Suchwort? After school education; After-school programs; Program; Programs; Programme; Außerschulische Jugendbildung; Programm; Articulation; Artikulation (Ling); Artikulation; Aussprache; Arbeitslehre; Klassenführung; Club; Klub; Community college; Community College; Lehrstrategie; Lernaktivität; Non-traditional occupations; Alternatives Berufsfeld; Jobcoaching; Elternmitwirkung; Post-secondary education; Tertiäre Bildung; Sexualaufklärung; Student organisations; Schülerorganisation; Studentenorganisation; Studentenvereinigung; Studentenvertretung; Sommerkurs; Systemischer Ansatz; Dualsystem; Technische Fakultät; Ausbildung; Berufsbildung; 'Women''s education'; Frauenbildung; Lernwerkstatt; Schulung
Abstract	This document, which is intended to help secondary and postsecondary educators involved in school-to-career programs in Connecticut plan and implement gender equity activities, contains a wide range of specific strategies to encourage female students to consider nontraditional occupations and enroll in the higher-level mathematics, science, and technology courses needed to pursue such careers. The document begins with a description of the research project described in the document and overviews the following topics: (1) the importance of attracting females to nontraditional careers; (2) nontraditional enrollments; (3) obstacles to recruitment; and (4) the current situation which demonstrates a need to strengthen links between secondary and postsecondary education and ensure that females receive the information and preparation needed to pursue nontraditional careers. The remainder of the document consists of descriptions of 10 activities to infuse gender equity. The first six all-female activities are as follows: (1) 1-day gender equity conferences and workshops for females; (2) summer programs; (3) after-school programs and clubs; (4) parent-daughter events; (5) field-trips to science and technology companies and community technical colleges; and (6) World of Technology programs. The four remaining activities, which are classified as mixed-gender activities, are as follows: (1) career fairs or career days; (2) visits to community technical colleges; (3) contacts with employers; and (4) career activities in the classroom. (MN)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC