Gendered information landscapes and their impact on routes into and through apprenticeships

Abstract

The aim is to understand the myriad sources of gender stereotyping that impact on young people's choices around apprenticeships and work-based learning (WBL). First, by a policy and literature review around occupational segregation in apprenticeships, including data from other countries; then investigating young people's situated experience of information related to apprenticeships and its influence on their choices. This will support Skills Development Scotland to build policies and strategies to promote equality in apprenticeships. This doctoral study will provide a rich and accessible depiction of young people's situated experience of gender stereotyping in terms of apprenticeships, informing effective strategies to promote workplace equality.

Overview, rationale, and aims.

Scottish apprenticeships provide important new routes for learners and employers, offering efficient learner pathways, incorporating work experience. However, subjects, careers, and apprenticeships themselves are often seen in gendered terms, by potential apprentices and those involved in advice, recruitment, and delivery. This doctoral work will explore the information landscapes of young people in Scotland to identify the sources of gender stereotyping influencing apprenticeship choices.

The integrated aims of the study are:

To gather and synthesise existing work in occupational segregation, regarding apprenticeships, including both theoretical and applied approaches, and the situation in other countries.

To investigate young people's situated experience of potentially gendered information related to WBL and apprenticeships and its influence on their choices.

To inform SDS' further policy development around apprenticeships and equality.

Research questions

RQ1. To what extent are apprenticeships segregated by gender in UK nations and internationally?

RQ2. What are the main current and recent policies and strategies to address gender stereotyping and disparities in young people's choices around WBL and apprenticeships?

RQ3. What theories address occupational segregation in WBL and apprenticeships, and how do these fit with educational timelines from early years to leaving school?

RQ4. What gendered influences do young people identify when looking back over their choices of apprenticeships (or otherwise)?

Methods and approach

Throughout the design and implementation of the study, the student will be supported to promote equality, diversity, and inclusion, for example in their interactions with participants, project stakeholders, and research networks. While methods are suggested below, the choice of method rests with the student. Investigating, then designing a methodology is a vital part of doctoral study.

Phase 1: Establish the baseline context through a policy analysis of national and international evidence in relation to occupational segregation within apprenticeships, including statistical analysis of relevant labour market, education, and training data across nations, including SDS data (RQs1 and 2).

Phase 2: Literature review to identify and model theories around gendered perceptions of careers and apprenticeships (RQ3).

Phase 3: Gather data from young people in Scotland: The mapping paradigm encourages participatory and creative methods (Mobley et al. 2019; Taylor-Smith and Smith 2018) (RQ4).

Phase 4: Analysis and outputs: Position the findings from phase 3, within the practical and theoretical contexts identified in the first two phases, supporting insights into effective strategies to address gender imbalance in apprenticeships in Scotland.

Benefits and impact: delivering change.

This research will support SDS to understand gender segregation in apprenticeships, including the social and cultural factors underpinning this in the Scottish context, and guide SDS in their ongoing development of policies to promote gender equality in apprenticeships.