Gendered Divisions on Classed Routes to Vocational Education

    Research output: Contribution to journalArticleScientificpeer-review

    Abstract

    In this article our focus is on the persistent gendered divisions in educational routes of young people who choose a vocational path after compulsory education in Finland. We analyse how gendered subjectivities are constructed within the practices of educational and vocational guidance and within student cultures in the comprehensive school, as well as the way in which young people process understandings of themselves and their expectations during and after vocational education. In addition, we explore young people's ways to negotiate with disciplinary practices of the educational system. The paper draws on three ethnographic studies, and on feminist post-structural and materialist theories, intertwined with contextualised ethnographic perspectives. Our analysis reveals some patterns that might work as obstacles in the process towards reducing gender segregation in education and the labour market. We suggest that whilst gendered choices are sometimes taken for granted, gender dichotomy is often emphasised even if young people choose 'differently'. © 2013 Copyright Taylor and Francis Group, LLC.
    Original languageEnglish
    JournalGender and Education
    Volume25
    Issue number2
    Pages (from-to)189-205
    Number of pages17
    ISSN0954-0253
    DOIs
    Publication statusPublished - 2013
    MoE publication typeA1 Journal article-refereed

    Fields of Science

    • 516 Educational sciences
    • cultural studies
    • equality
    • ethnography
    • transitions
    • vocational education

    Cite this

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    title = "Gendered Divisions on Classed Routes to Vocational Education",
    abstract = "In this article our focus is on the persistent gendered divisions in educational routes of young people who choose a vocational path after compulsory education in Finland. We analyse how gendered subjectivities are constructed within the practices of educational and vocational guidance and within student cultures in the comprehensive school, as well as the way in which young people process understandings of themselves and their expectations during and after vocational education. In addition, we explore young people's ways to negotiate with disciplinary practices of the educational system. The paper draws on three ethnographic studies, and on feminist post-structural and materialist theories, intertwined with contextualised ethnographic perspectives. Our analysis reveals some patterns that might work as obstacles in the process towards reducing gender segregation in education and the labour market. We suggest that whilst gendered choices are sometimes taken for granted, gender dichotomy is often emphasised even if young people choose 'differently'. {\circledC} 2013 Copyright Taylor and Francis Group, LLC.",
    keywords = "516 Educational sciences, cultural studies, equality, ethnography, transitions , vocational education",
    author = "Sirpa Lappalainen and Reetta Mietola and Elina Lahelma",
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    doi = "10.1080/09540253.2012.740445",
    language = "English",
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    Gendered Divisions on Classed Routes to Vocational Education. / Lappalainen, Sirpa; Mietola, Reetta; Lahelma, Elina.

    In: Gender and Education, Vol. 25, No. 2, 2013, p. 189-205.

    Research output: Contribution to journalArticleScientificpeer-review

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    AU - Lappalainen, Sirpa

    AU - Mietola, Reetta

    AU - Lahelma, Elina

    PY - 2013

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    N2 - In this article our focus is on the persistent gendered divisions in educational routes of young people who choose a vocational path after compulsory education in Finland. We analyse how gendered subjectivities are constructed within the practices of educational and vocational guidance and within student cultures in the comprehensive school, as well as the way in which young people process understandings of themselves and their expectations during and after vocational education. In addition, we explore young people's ways to negotiate with disciplinary practices of the educational system. The paper draws on three ethnographic studies, and on feminist post-structural and materialist theories, intertwined with contextualised ethnographic perspectives. Our analysis reveals some patterns that might work as obstacles in the process towards reducing gender segregation in education and the labour market. We suggest that whilst gendered choices are sometimes taken for granted, gender dichotomy is often emphasised even if young people choose 'differently'. © 2013 Copyright Taylor and Francis Group, LLC.

    AB - In this article our focus is on the persistent gendered divisions in educational routes of young people who choose a vocational path after compulsory education in Finland. We analyse how gendered subjectivities are constructed within the practices of educational and vocational guidance and within student cultures in the comprehensive school, as well as the way in which young people process understandings of themselves and their expectations during and after vocational education. In addition, we explore young people's ways to negotiate with disciplinary practices of the educational system. The paper draws on three ethnographic studies, and on feminist post-structural and materialist theories, intertwined with contextualised ethnographic perspectives. Our analysis reveals some patterns that might work as obstacles in the process towards reducing gender segregation in education and the labour market. We suggest that whilst gendered choices are sometimes taken for granted, gender dichotomy is often emphasised even if young people choose 'differently'. © 2013 Copyright Taylor and Francis Group, LLC.

    KW - 516 Educational sciences

    KW - cultural studies

    KW - equality

    KW - ethnography

    KW - transitions

    KW - vocational education

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