Preparing students for gender equity in the workplace of tomorrow.

Research output: Other contribution to conferencePresentation only

Abstract

Industry is increasingly challenged to align more closely with social norms and expectations around diversity, inclusion and equality. Change is required to increase the numbers of women into work previously considered masculine. This also includes policy change and strategies to foster gender equity. In sectors such as the military, policing, engineering and STEM, reform has been slow but significant, however, there is a lag in the manual trades (carpentry, electrical, plumbing, welding, and automotive) in numbers of women entering the industry and in cultural reform. Vocational Education and Training (VET) has a unique role in preparing students for a world of work where gender equity is an expectation of government, employers, clients and co-workers. Therefore, the barriers women face in the manual trades, in both education and work, need to be identified and understood at a VET level. Masculine work cultures are known to devalue feminine attributes and harbour belief systems, values and practices linked to social exclusion, discrimination and harassment of women.
This paper reports the findings of a project that has conducted extensive industry consultations, interview research and focus groups aiming to access knowledge about how women achieve resilience, success and longevity in manual trade industries. This presentation focuses on preliminary findings about the gendered experience of VET. Our findings indicate that whilst the culture of manual trades VET classrooms is masculine, gender integration can change the nature of classrooms in ways that benefit all. We consider how this favourable transformation contributes to VET preparing students with ‘soft skills’ and ‘skills for life’. Often difficult to define, these skills include acceptance and understanding of diversity, inclusion and equality; and an openness to gender equity strategies. Such skills support workers to operate and compete effectively in the workplaces of tomorrow.
Original languageEnglish
Publication statusPublished - 10 Jul 2019
EventNational Centre for Vocational Education and Training : National VET Research Conference ‘No Frills’ - TAFE , Adelaide, Australia
Duration: 10 Jul 201912 Jul 2019
Conference number: 28th
https://www.ncver.edu.au/news-and-events/events/28th-national-vocational-education-and-training-research-conference-no-frills

Conference

ConferenceNational Centre for Vocational Education and Training
Abbreviated titleThe student journey: Skilling for Life
CountryAustralia
CityAdelaide
Period10/07/1912/07/19
Internet address

Fingerprint

vocational education
Vocational Education
equity
workplace
gender
industry
student
equality
inclusion
military engineering
work culture
working-day world
classroom
reform
value system
co-worker
Social Norms
harbor
resilience
employer

Cite this

Bridges, D., Wulff, E., Bamberry, L., Jenkins, S., & Krivokapic-Skoko, B. (2019). Preparing students for gender equity in the workplace of tomorrow.. Paper presented at National Centre for Vocational Education and Training , Adelaide, Australia.
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title = "Preparing students for gender equity in the workplace of tomorrow.",
abstract = "Industry is increasingly challenged to align more closely with social norms and expectations around diversity, inclusion and equality. Change is required to increase the numbers of women into work previously considered masculine. This also includes policy change and strategies to foster gender equity. In sectors such as the military, policing, engineering and STEM, reform has been slow but significant, however, there is a lag in the manual trades (carpentry, electrical, plumbing, welding, and automotive) in numbers of women entering the industry and in cultural reform. Vocational Education and Training (VET) has a unique role in preparing students for a world of work where gender equity is an expectation of government, employers, clients and co-workers. Therefore, the barriers women face in the manual trades, in both education and work, need to be identified and understood at a VET level. Masculine work cultures are known to devalue feminine attributes and harbour belief systems, values and practices linked to social exclusion, discrimination and harassment of women. This paper reports the findings of a project that has conducted extensive industry consultations, interview research and focus groups aiming to access knowledge about how women achieve resilience, success and longevity in manual trade industries. This presentation focuses on preliminary findings about the gendered experience of VET. Our findings indicate that whilst the culture of manual trades VET classrooms is masculine, gender integration can change the nature of classrooms in ways that benefit all. We consider how this favourable transformation contributes to VET preparing students with ‘soft skills’ and ‘skills for life’. Often difficult to define, these skills include acceptance and understanding of diversity, inclusion and equality; and an openness to gender equity strategies. Such skills support workers to operate and compete effectively in the workplaces of tomorrow.",
author = "Donna Bridges and Elizabeth Wulff and Larissa Bamberry and Stacey Jenkins and Branka Krivokapic-Skoko",
year = "2019",
month = "7",
day = "10",
language = "English",
note = "National Centre for Vocational Education and Training : National VET Research Conference ‘No Frills’, The student journey: Skilling for Life ; Conference date: 10-07-2019 Through 12-07-2019",
url = "https://www.ncver.edu.au/news-and-events/events/28th-national-vocational-education-and-training-research-conference-no-frills",

}

Bridges, D, Wulff, E, Bamberry, L, Jenkins, S & Krivokapic-Skoko, B 2019, 'Preparing students for gender equity in the workplace of tomorrow.' Paper presented at National Centre for Vocational Education and Training , Adelaide, Australia, 10/07/19 - 12/07/19, .

Preparing students for gender equity in the workplace of tomorrow. / Bridges, Donna; Wulff, Elizabeth; Bamberry, Larissa; Jenkins, Stacey; Krivokapic-Skoko, Branka.

2019. Paper presented at National Centre for Vocational Education and Training , Adelaide, Australia.

Research output: Other contribution to conferencePresentation only

TY - CONF

T1 - Preparing students for gender equity in the workplace of tomorrow.

AU - Bridges, Donna

AU - Wulff, Elizabeth

AU - Bamberry, Larissa

AU - Jenkins, Stacey

AU - Krivokapic-Skoko, Branka

PY - 2019/7/10

Y1 - 2019/7/10

N2 - Industry is increasingly challenged to align more closely with social norms and expectations around diversity, inclusion and equality. Change is required to increase the numbers of women into work previously considered masculine. This also includes policy change and strategies to foster gender equity. In sectors such as the military, policing, engineering and STEM, reform has been slow but significant, however, there is a lag in the manual trades (carpentry, electrical, plumbing, welding, and automotive) in numbers of women entering the industry and in cultural reform. Vocational Education and Training (VET) has a unique role in preparing students for a world of work where gender equity is an expectation of government, employers, clients and co-workers. Therefore, the barriers women face in the manual trades, in both education and work, need to be identified and understood at a VET level. Masculine work cultures are known to devalue feminine attributes and harbour belief systems, values and practices linked to social exclusion, discrimination and harassment of women. This paper reports the findings of a project that has conducted extensive industry consultations, interview research and focus groups aiming to access knowledge about how women achieve resilience, success and longevity in manual trade industries. This presentation focuses on preliminary findings about the gendered experience of VET. Our findings indicate that whilst the culture of manual trades VET classrooms is masculine, gender integration can change the nature of classrooms in ways that benefit all. We consider how this favourable transformation contributes to VET preparing students with ‘soft skills’ and ‘skills for life’. Often difficult to define, these skills include acceptance and understanding of diversity, inclusion and equality; and an openness to gender equity strategies. Such skills support workers to operate and compete effectively in the workplaces of tomorrow.

AB - Industry is increasingly challenged to align more closely with social norms and expectations around diversity, inclusion and equality. Change is required to increase the numbers of women into work previously considered masculine. This also includes policy change and strategies to foster gender equity. In sectors such as the military, policing, engineering and STEM, reform has been slow but significant, however, there is a lag in the manual trades (carpentry, electrical, plumbing, welding, and automotive) in numbers of women entering the industry and in cultural reform. Vocational Education and Training (VET) has a unique role in preparing students for a world of work where gender equity is an expectation of government, employers, clients and co-workers. Therefore, the barriers women face in the manual trades, in both education and work, need to be identified and understood at a VET level. Masculine work cultures are known to devalue feminine attributes and harbour belief systems, values and practices linked to social exclusion, discrimination and harassment of women. This paper reports the findings of a project that has conducted extensive industry consultations, interview research and focus groups aiming to access knowledge about how women achieve resilience, success and longevity in manual trade industries. This presentation focuses on preliminary findings about the gendered experience of VET. Our findings indicate that whilst the culture of manual trades VET classrooms is masculine, gender integration can change the nature of classrooms in ways that benefit all. We consider how this favourable transformation contributes to VET preparing students with ‘soft skills’ and ‘skills for life’. Often difficult to define, these skills include acceptance and understanding of diversity, inclusion and equality; and an openness to gender equity strategies. Such skills support workers to operate and compete effectively in the workplaces of tomorrow.

M3 - Presentation only

ER -

Bridges D, Wulff E, Bamberry L, Jenkins S, Krivokapic-Skoko B. Preparing students for gender equity in the workplace of tomorrow.. 2019. Paper presented at National Centre for Vocational Education and Training , Adelaide, Australia.