CONICET | Buscador de Institutos y Recursos Humanos

This presentation analyzes the practices in Continuing Vocational Education and Training (VET) centers in the City of Buenos Aires (Argentina), in particular those related to gender segregation, and the individual and institutional strategies to face or to legitimate them. Gender segregation in VET has been shown in studies in our midst and in other contexts (Bates, 1991; Skeggs, 1997). Following Subirats (1986), we propose that "gender codes" are developed in vocational education and training (VET) institutions producing and reproducing (by selection, representations, and practices) gender stereotypes. According to empirical evidence, inequalities in VET are not only observed in the distribution of students within VT fields, but also in teaching, learning and skills development. Usually, VT follow a patriarchal and hierarchical socialization of gender, especially in contexts of social vulnerability (Autthor, 2014). Taking into account the gender segregation within specialities, some research studied the motivations and interests of men and women when selecting the specialities (Seoane, 2013). Family socialization, the desire for upward social mobility, the promotion of certain specialities as public policy, as well as the individual ability to cope with prejudice and adversity along educational experience are some of the influences in those elections (Evans, 2006; Tylor, Hamm and Raykov, 2015). In addition, research shows that VET is not only a framework for learning but it results in an identity transformation, by way of a regulation between own expectations and the requirements demanded in the labour market (Colley et. al., 2006). This setting usually involves a double disciplining process of class and gender (Bates, 1991; Skeggs, 1997). In addition, there is evidence that males tend to have better labour insertion after the courses, as well as greater mobility towards the formality and qualified occupations (Author and Author, 2015).Recognizing this background, the presentation will explore some less studied topics related to gender segregation in VET comparing two VET specialties. The central question is how gender segregation is produced, reproduced and faced in VET institutions. In particular the specific objectives will be to analyse: a) the gender disparities concerning the accessing different specialities, b) the self-selection in the two specialities, c) the expectations of female and male students in VET with respect to their personal and employment development and, d) the institutional approaches with respect to gender segregation, including whether different practices are recorded to encourage the students to face it. The presentation presents partial results of a research project of greater scope, developed in the city of Buenos Aires with funding from the FONIETP-INET (2017-2018), which seeks contribute with knowledge to a topic very little explored but which, at the same time, is a persistent source of inequality.The methodology of the research is based in a field work carried out in 4 VET schools, with 13 in-depth institutional interviews, 11 focus groups with students, and a survey of students between September and December 2017. First, gender segregation concerning the auto-selection of specialties will be examined on the base of the survey. Secondly, based on focus groups data, the paper will compare by gender motivations and expectations on training, focusing on two sectors of great dynamism in employment at the City of Buenos Aires: computer science and aesthetics. The continuing VET towards those sectors has expanded showing different proportions of women in its enrolment rates (preponderance of women in the aesthetics courses, lower proportion of women in courses in computer science). Finally, the in-depth interviews with principals and teachers of VET centres will be used to analyse, comparatively, how gender inequalities are addressed at the institutional level and which actions are carried on to promote gender equality.