Gender Segregation and Discrimination in CTE :: Females Women Discrimination Essays

Gender separationism and Discrimination in CTEThe Traditional RealityThe CTE system before act IX has been characterized as traditionally dominated by gender separatism and inconsistency (National Coalition for Women and Girls in Education 2002). In many cases, fe antherals were denied insertion into training architectural plans for higher-wage, traditionally male, industry and skillful occupations. Gender stereotyping in commission and counseling practices and materials, bias in teacher practices, and harassment by some other students discouraged nontraditional enrollment by egg-producing(prenominal)s and in practice circumscribe CTE opportunities for effeminates to lower-wage, traditionally female, health and cosmetology occupations. In short, systematic practices and expectations steered females into home economics and off from shop or auto mechanics. In the long run, the most damage consequence of such gender bias was to limit females access to the benefits of CTEthe hold wage that provides females the same economic self-sufficiency that males have long enjoyed. The proceed RealityUnfortunately, CTE is muted characterized by pervasive gender segregation and discrimination (National Womens Law Center 2002). Thirty years later, there are still striking gender disparities in guidance and counseling practices, in CTE program enrollment, in the level and quality of classes available in traditionally male and traditionally female CTE programs, and in the wages earned by female and male CTE graduates. An interesting comparison of two surveys (reported in Gloeckner and Knowlton 1995-96), one in Montana in 1980 and another in Virginia in 1995, illustrates a large, stand gender gap in a critical CTE program res publica . In Montana in 1980, females accounted for half of enrollment in yet one high crop technical cultivation course51 percent of Graphic Arts students were female. Female enrollment was less than 10 percent in all other high sch ool technical rearing courses. . In Virginia in 1995, only one high school technical education course, Communications Technology, had about 50 percent female enrollment. In the 32 remaining high school technical education courses, female enrollment was less than 15 percent in 27 course and less than 10 percent in 17 courses. . In 1995, Virginia students explained gender differences in terms that could be considered classic for CTE. Females and males both comprehend technology education classes as guy classes females perceived technology education classrooms are dirty, hence unfeminine.