Gender and choice: exploring the axiom of disadvantage in vocational education

This research will examine the persistent gender segregation in the educational and career choices of vocational learners. The impact of structurally perpetuated occupational gender segregation, socio-economic circumstance, careers education and individual choice will be explored to understand and explain why vocational routes into employment lead to disproportionate levels of disadvantage for women. This research has value in challenging the inertia of both state and education providers in addressing gendered choices and low aspiration. Colleges are the largest providers of education for 16-18 year olds with 37% of young people compared to 22% in state schools (AOC:2016). However, funding for the sector and research to improve policy and outcomes are in decline. The 'Strategic Area Reviews' are re-shaping the post-16 sector and the emphasis on skills shortages makes this an apt time to discuss how young women on vocational pathways contribute to the economy. There is dearth of research in the UK examining career and educational choices and career trajectory for vocational learners compared to subject choices for academic disciplines (Francis, B. 2010; Colley, A. et al. 2006; Davies, P. 2008). It is 18 years since the Equal Opportunities Commission concluded that '[...] gender...is the key determinant of vocational education and training experiences of young people.' (EOC:1999, 224). Despite the identification of persistent reversion to gendered 'habitus', little has changed in vocational education and women continue to follow career paths leading to '[...] occupational sectors and jobs where pay is low, with little or no opportunity for career development.'(EOC: 1999, 224). In 2014/15 students of health and social care, childcare and hairdressing were over 90% female, whereas students of engineering and construction were over 90% male (GOV:2016) Occupational gender segregation is the primary reason for gender inequality articulated through the pay gap and lower status employment, 'For every ten percentage points higher the proportion of men working in an occupation, hourly wages are boosted by 1%.' (Walby & Olsen:2004, 10) For students who enter vocational learning these inequalities are further magnified by entry to low paid occupations and a lack of commitment by policy makers to address the imbalance in the career choices of young men and women. The thesis will use, as its analytical framework theories of horizontal and vertical occupational gender segregation through an examination of three theoretical approaches: human
capital, preference and patriarchal theories. In considering social and structural inequalities through this analytical framework questions will arise about the role of class, gender and ethnicity in choice. The research will be conducted through following a group of Year 11 students making career choices and monitoring the sample from entry to vocational learning and eventual outcomes. The research with case study groups (planned in two locations: large metropolitan and smaller urban localities) will place emphasis on how young people make career choices and how their subjective reality defines the notion of the options available to them. It will take into consideration socio-economic factors and location. The use of case study reinforces the importance of examining rational choice and experience from the young person's perspective. Qualitative research will also allow for fluidity in pursuing new lines of enquiry which are context sensitive. I intend to examine local and national statistics to understand changing patterns in the sector. Interviews and surveys with sector staff and management will provide evidence of the challenges and priorities which prevent more
radical changes to vocational education and provide insight into sector attitudes and best practice. An exploration of policy and statistics will identify key cultural barriers to change.