anything you can do, i can do too!question answer question answer 11. what is former national...

Candy S locum~ candy@inter l i nk - ntx .org ~ w ww. i n ter l i nk - ntx .org © Copyright InterLink2014

ANYTHING YOU CAN

DO, I CAN DO

TOO!

Nontraditional Careers and Gender Equity Issues

Introductions ~

Hi There!

and

Why are you here?

© Copyright InterLink © Copyright InterLink2014

• Understanding Gender Equity

• Getting to know you ~ Icebreaker

• Attitudes toward diversity in society, the workplace and students

• Defining Diversity and Non Traditional Jobs

• U.S. Government Report on The American Woman

• Nontraditional Careers

• STEM

• Developing Nontraditional Programs

• Takeaway to use in your district

TODAY’S DISCUSSION

© Copyright InterLink2014

Getting to know you! • Half of you have pink questions and half have blue questions. • Approach those with opposite color sheets, introduce yourself and

your school district. • Introduce yourself to as many people as possible trying to

complete as many answers as possible. (10 minutes) • You may need to make more than one round to complete your

sheet. • The first to complete the entire sheet calls out, or we’ll stop at

10 minutes. • Pair up as a couple, one holding one pink and one blue sheet. • Introduce each other to the entire group:

• Name • The school district and content they teach • We will review the answers together

ACTIVITY ~ GENDER

JEOPARDY Source: New York State Project for Non-Traditional Employment and Training


Question Question

1. Who was Sally Ride? 11. What is former National Football League lineman

Roosevelt “Rosie” Grier’s favorite hobby?

2. Who was the first female pilot to attempt to fly around

the world?

12. .What product did former New York Jets’ quarterback

Joe

Namath make famous by showing off his legs?

3. Who was the first person to win two Nobel Prizes? 13. What artistic endeavor did former Chicago Bears’ wide

receiver Willie Gault enroll in to perform his sport with

more grace and precision?

4. Who was the first African-American woman millionaire? 14. What female tennis star beat a male competitor in a

challenge match on national TV?

5. Which western state is the only one that has more men than

women enrolled in higher education?

15. Under what constitutional amendment did women gain

voting rights nationally?

6. In what city was the first nursing school for men started? 16. What non-traditional worker was returned to “domestic

bliss” at the end of World War II?

7. Who was the first female Supreme Court justice? 17. What major political position did Geraldine Ferraro run

for, making her the first women ever to attempt this?

8. What health care occupation employs only 5-7 % men? 18. Which profession seems more glamorous when men do it,

even though they only hold 16 % of these jobs?

9. In which field do women receive nearly twice as many

doctorates as men?

19. In which field do men receive nearly five times as many

doctorates as women?

10. In which level of education do we find the fewest male

teachers?

20. What was Ben Stiller’s occupation in Meet the Parents?

Getting to Know You ~ Gender Jeopardy Questions

Source: New York State Project for Non-Traditional Employment and Training ~ www.cod.edu © Copyright InterLink2014

Question Answer Question Answer

1. Who was Sally Ride? 1. America’s first

woman

astronaut

6. In what city was the first

nursing school for men started?

6. New York City

2. Who was the first

female

pilot to attempt to fly

around

the world?

2. Amelia Earhart 7. Who was the first female

Supreme Court justice?

7. Sandra Day

O’Conner

3. Who was the first person

to win two Nobel Prizes?

3. Marie Curie, the

first for Physics in

1903 and the

second for

Chemistry in 1911

8. What health care occupation

employs only

5.7 % men?

8. Nursing

4. Who was the first

African-American woman

millionaire?

4. Madame C.J.

Walker, who

developed a line of

black hair products

and the

straightening comb

9. In which field do women

receive nearly twice as many

doctorates as men?

9. Education

5. Which western state is

the only one that has more

men than women enrolled in

higher education?

5. Utah 10. In which level of education

do we find the fewest male

teachers?

10. Elementary

Source: New York State Project for Non-Traditional Employment and Training ~ www.cod.edu


Question Answer Question Answer

11. What is former National

Football League lineman

Roosevelt “Rosie” Grier’s

favorite hobby?

11. Needlepoint 16. What non-traditional worker

was returned to “domestic bliss”

at the end of World War II?

16. Rosie the Riveter

12. What product did former

New York Jets’ quarterback

Joe Namath make famous by

showing off his legs?

12. Leggs panty hose 17. What major political position

did Geraldine Ferraro run for,

making her the first women ever

to attempt this?

17. Vice President

13. What artistic endeavor

did former Chicago Bears’

wide receiver Willie Gault

enroll in to perform his sport

with more grace and

precision?

13. Ballet 18. Which profession seems more

glamorous when men do it, even

though they only hold 16 % of

these jobs?

18. Cosmetology

14. What female tennis star

beat a male competitor in a

challenge match on national

TV?

14. Billie Jean King 19. In which field do men receive

nearly five times as many

doctorates as women?

19. Engineering

15. Under what

constitutional amendment

did women gain voting rights

nationally

15. 19th

Constitutional

Amendment

20. What was Ben Stiller’s

occupation in Meet the Parents?

20. Nurse

Source: New York State Project for Non-Traditional Employment and Training ~ www.cod.edu

Perkins IV Core Indicators (Equity analysis of Perkins IV: http://www.napequity.org/pdf/EquityProvisionsPerkins4TableFinal.pdf)

Participation in Nontraditional Training and Employment Programs

Completion of Nontraditional Training and Employment Programs


Nontraditional Occupations According to Carl Perkins:

Occupations or fields of work, including careers in computer science, technology, and other emerging high skill occupations, for which individuals from one gender comprise less than 25 percent of the individuals employed in each such occupation or field of work.

© Copyright InterLink 2014

Perkins Accountability

State and local report requires disaggregated data: Gender Race/ethnicity Individuals with disabilities Migrants Individuals with limited English proficiency Individuals from economically disadvantaged families

including foster children Single parents, including single pregnant women Displaced homemakers Individuals preparing for nontraditional fields


Business Take on

Non Traditional Careers

and

Gender Equity

© Copyright InterLink

http://www.youtube.com/watch?v=YzqNgyqUYso AT&T - Coca Cola 2:16


http://www.youtube.com/watch?v=YzqNgyqUYso

Diversity

• Diversity ~ The condition of having or being composed of differing elements – especially the inclusion of different types of people (as people of different races or cultures) in a group or organization

Gender Equity

• Gender equity ~ (also known as gender equality, or sexual equality) is the goal of the equality of the genders or the sexes, stemming from a belief in the injustice of myriad forms of gender inequality

DIFFERENCE BETWEEN DIVERSITY & GENDER EQUITY

Source: Webster’s Dictionary © Copyright InterLink 2014

When and where does

diversity awareness begin

in a child’s life?

HTTP://WWW.YOUTUBE.COM/WATCH?V= -VQSBVG40WW

KIDS IDENTIFY GENDER ROLES 2 :36


http://www.youtube.com/watch?v=-VqsbvG40Ww



HTTP://WWW.YOUTUBE.COM/WATCH?V=TXI-A3QMTXY&FEATURE=RELATED

http://www.youtube.com/watch?v=txI-A3QMtXY&feature=related

ARE SIGNALS

CHANGING FOR

CHILDRENS

EXPECTATIONS?









W

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?

When he’s not playing with

Hasbro's new Easy-Bake

Oven (out this fall), Roman

Duanne, 8, enjoys baseball

and wrestling



http://hockey.teamusa.org/multimedia/photo_gallery/1350/photo/27828#gallery-header

http://hockey.teamusa.org/multimedia/photo_gallery/1349/photo/27827#gallery-header

Results are confidential

THE EQUITY CHALLENGE GAUGING YOUR PERCEPTION OF

GENDER EQUITY

Activity ~


HTTP://WWW.YOUTUBE.COM/WATCH?V=EWOGDPH -SOW 3 : 5 9

Do women really earn

less than men in the

workplace?


http://www.youtube.com/watch?v=EwogDPh-Sow




Source:

Dallas

Federal Reserve

Bank

MIDDLE-SKILL JOBS LOST

IN U.S. LABOR MARKET

POLARIZATION

Distribution of jobs by skill level has shifted since the Great

Recession 1980 and a jobless recovery

Fewer jobs requiring middle skills level workers

Number of high and low skill workers expanded

Caused by increased automation of routine tasks

Scarcity of skilled workers

Relocation of jobs offshore

MIDDLE SKILL JOB LOSS IS HASTENING

LABOR MARKET POLARIZATION

InterLink Source: Dallas Federal Reserve Bank

DISAPPEARING JOBS

InterLink

1981 58%

2011 44%

1981 13%

2011 17%

1981 29%

2011 39%

Source: Dallas Federal Reserve Bank

MALES MOVE INTO LOW-SKILL JOBS,

FEMALES INCREASE HIGH-SKILL

PRESENCE

InterLink

Women were hit much harder than men by the disappearance of middle -ski l l

jobs, the majority managed to upgrade their ski l ls and find better paying jobs

More than half who lost middle -ski l l jobs took lower paying occupations

Women’s higher rates of education are a potential reason for this dif ference

Source: Dallas Federal Reserve Bank

The rate of increase in the rat io of workers with a col lege degree relat ive to

those with a HS diploma f lattened in the early 1980s, contributing to a steep

r ise in col lege earnings premium from 10% in 1982 to 100% in 2008

One reason why so many more men were unable to f ind more higher ski l led

and higher paying jobs for which they were qual i f ied, and sett led for lower -

paying occupations is their relat ively lower level of education

EARNINGS FOR COLLEGE VS HIGH

SCHOOL DIPLOMA

InterLink Source: Dallas Federal Reserve Bank

Routine jobs always rebounded during the economic expansions that

fol lowed the recessions of the 1970’s and 1980’s, this pattern changed

dramatically in the three recessions since 1990.

None of the routine jobs lost in these downturns have come back.

T H E L E A D I N G E X P L A N AT I O N O F T H E C O M P O S I T I O N O F T H E L A B O R FO R C E A N D W H Y

M I D D L E S K I L L J O B S A R E D I S A P P E A R I N G I S A U T O M AT I O N O F R O U T I N E TA S K S .

InterLink Dallas Federal Reserve Bank

The current unemployment rate for males between is:

14.4% — 25 and 34 years old with high-school diplomas

22.4% for high-school graduates 20 to 24 years old

For such men, high unemployment is eroding their sense

of economic independence. Their predicament reflects

that of a generation of Americans facing one of the

weakest job markets in modern history.

The share of men age 25-34 living with their parents

jumped to 18.6% this year, up from 14.2% four year ago

and the highest level since at least 1960, (census

bureau)

GENERATION JOBLESS: YOUNG MEN SUFFER

WORST AS ECONOMY STAGGERS

SOURCE: THE WALL STREET JOURNAL


ECONOMIC ISSUES FOR

WOMEN (AND MEN)

IN TEXAS:

DALLAS/FORT WORTH

METRO AREA

The importance of high skill high careers

Metro Economic Issues

HEALTH INSURANCE

Health Insurance is a financial shield that 21% of

women and girls in the metro area lack

40% of all uninsured females in the metro area are

between the ages 18 to 34

61 % O F M O RE T H A N 71 , 0 0 0 S INGL E - M OT H ER FA M IL IES IN T H E M ET RO

A REA S P END AT L EA S T 3 0 % O F T H E IR INC O M E O N H O U S ING C O S T S WH IC H

S Q U EEZ E A FA M ILY ’ S B U D GET M A K ING IT D IF F IC U LT TO A F FO RD OT H ER

B A S IC NEED S .

POVERTY INDICATOR BY GENDER

Poverty Indicator by Gender Metro Texas

THE LEAKY PIPELINE… ONLY 23% OF 8TH GRADERS COMPLETED A

HIGHER EDUCATION CREDENTIAL IN 11 YRS.

InterLink

HIGHEST FEMALE EMPLOYMENT IS EDUCATION SERVICES

INCLUDING TEACHERS, ADMINISTRATORS, AND TEACHERS

ASSISTANTS. WOMEN EMPLOYED IN THIS SECTOR EARN ON

AVERAGE $3,256 PER MONTH.

InterLink

METRO WOMEN EARN MORE AS THEY

CONTINUE THEIR EDUCATION

InterLink

REMEMBER –

THIS ALSO APPLIES TO

MEN IN LOW EARNING

OCCUPATIONS


Benefits Challenges High wages Hazardous workplaces, requiring safety protocols,

special equipment and protective clothing

Good benefits Discrimination and/or harassment

Variety and mobility Sense of isolation if one of few women at workplace

Casual dress Non-supportive family and friends

Outdoor work Transportation and childcare

Job satisfaction Weather, heat, cold, dust, dirt, noise in some workplaces

Opportunities to learn while you earn Physical requirements

Career ladders Shift work – makes it hard to care for children

Enhanced quality of life Seasonal layoffs

Get new skills that can be used in many jobs The work and skills you need might be unfamiliar. © Copyright InterLink 2014

Nontraditional - Benefits and Challenges

Source: Wider Opportunities for Women

• Careers that are nontraditional for one of the genders, such

as information technology and engineering for women, and nursing for men, often experience a labor shortage, so there is high demand for skilled employees in those occupations.

• Women who work in nontraditional fields can expect lifetime

earnings of 150 percent or more than comparable women in traditionally female occupations.

• A diverse workforce can be more innovative, productive and

creative than a non-diverse workforce.

MORE NONTRADITIONAL CAREER BENEFITS


LinkedIn released employee demographic data for the first time on Thursday 6/16/14, revealing a workforce that is:

Mostly male, and mostly white.

Of LinkedIn's 5400-plus total employees:

61% are male, and CEO Jeff Weiner said Thursday at Thomas Friedman's Next New World Conference in San Francisco that 82% of the company's tech positions are currently fi l led by men.

Ethnically speaking:

53% of LinkedIn's U.S. workforce is white, and 38% is Asian.

That means that black, Hispanic and other ethnic groups make up less than 10% of the company's U.S. employees.

"We're not where we'd l ike to be," said Weiner. "We want and can do better than [what we're doing]."

LINKEDIN JOINS GOOGLE, REVEALS

EMPLOYEE GENDER, DIVERSITY GAP

InterLink

AND YET…..

March 18, 2013 Lean In


BUSINESS IS STILL ON THE

LEARNING CURVE


Equal Pay Act For Women Blocked

6/5/2012


http://issuu.com/expressnightout/docs/express_05292013

Geer Differences by Bruno Bozzetto (5.28 min)

http://www.youtube.com/watch?v=jlFsnlmLmyg&feature=related

Let’s Admit it… Genders can differ!

Daddy Shift




SO WHERE ARE THE

JOBS?


M

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InterLink’s 2014-2019 Targeted Occupations

Identified by Regional Employers to be in High Demand

and Texas Education Agency Non Traditional

Occupations

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The following activities will help you provide an

action plan which may be used in your district

NONTRADITIONAL

PROGRAMS

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Recruitment

Retention

Placement

©Copyright ~ InterLink

http://www.napequity.org/

Recruitment

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Middle school transition

• Peer pressure – fear of “looking dumb”

• Adolescent social norms

• Girls are more concerned about appearances than boys

Freshman year of college

• Lifestyle decisions • Negative messages from people

with emotional influence difficult to overcome

• Peer harassment or support

High school

Family – preconceived notions, role models & cultural concerns

Parents #1 influence of college major and career choice

Lower socioeconomic males more likely to chose nontraditional careers

Upper socioeconomic females more likely to chose nontraditional careers

Critical Decision Points in Education


Evaluate your district and campus:

Is the district and campus aware of the laws pertaining to

gender equity

Do leaders give impressions of gender bias or gender equity

Do facilities and classrooms reflect gender tolerance:

Pictures, posters, books, etc.

Are there acceptable numbers of men and women in

leadership roles

Is staff respectful to each other and students

Are students respectful of each other and their differences

RECRUITMENT


• Be aware of cultural differences

With the blend of different cultures in our schools, it ’s essential that girls and boys learn to respect each other. Some students arrive at school with gender prejudices instilled by their parents and/or cultures.

If you feel cultural attitudes are influencing a student to display chauvinistic behaviors, ask your campus counselor to assist you. While it ’s important to always be careful to respect students’ cultures, it ’s also important that they understand that discrimination and stereotyping of any kind is not tolerated at school.

• Encourage nontraditional courses

Offer all female engineering or auto tech classes or all male cosmetology classes

Create peer support groups for students enrolled in and considering enrollment in nontraditional classes.


Recruitment ~ Cultural and Campus Encouragement

Survey students for program interests

Survey teachers and administrators for program interests

Evaluate regional labor market demands and career opportunities

Involve the community about program interests

Chamber of commerce and economic development organizations

May require a bond election in the future – you need their support

Involve appropriate members in program development and student

mentorships

Determine instructor requirements, facility needs and program

costs

Present to decision makers

Let’s assume it’s a go!

RECRUITMENT~ DEVELOPING

PROGRAMS


• Institutional commitment to non traditional courses and students enrolling in them

• Clearly stated policies reflect no-nonsense attitude regarding non traditional students and their choices which are passed on to students

• Faculty and staff availability to assist students

• Use student aptitude and interest data to recruit and retain

• Nontraditional Classroom environment and attitude encourages nontraditional students

• Nontraditional Career related curriculum and information excites student about career potential

• POSITIVE CAMPUS CLIMATE



• Counselors are well informed about non traditional opportunities and the higher wage and employment opportunities they offer

• Recruitment materials include concise and accurate career information including wages, education or training requirements, skill and knowledge needs, and career opportunities within industries

RECRUITMENT


Using the form provided, consider a recruitment idea or

challenge you might have in your district or campus

Identify any perceived challenges and your theory of the

challenge

Brainstorm actions that could be put into practice that would

make the situation better

Choose a spokesman to present your work to the group

RECRUITMENT ACTIVITY



Retention

Pre

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Retaining students in non traditional programs will Keep them progressing along their career pathway

http://www.napequity.org/ © Copyright InterLink 2014

Recent surveys indicate that girls and women who drop out of math, science and technology classes do so because of the classroom environment rather that the course content.

Any nontraditional student, male or female, may enter a culture that is influenced by the dominant gender. If the effects of that culture are not neutralized, the nontraditional student may be discouraged from full participation.

For example, female students who enroll in a computer repair technology program in which they are greatly outnumbered by male students may find themselves in competition with “computer jocks” for resources and attention. The situation is exacerbated when the instructor is used to working with “male only” classes.

Male nontraditional students may be similarly discouraged when they feel excluded from the female culture that has developed in a traditionally “female only” LPN program.

RETENTION: OVERCOMING BARRIERS


STUDENT ISOLATION

• Cohort of underrepresented students in a program are more likely to complete than a single individual

• Individuals are more likely to: • Have trouble integrating effectively into social

structure • Suffer decreased performance • Drop out

• Schedule students in cohorts when possible


Retention Understand the Problem To Find a Solution

Conduct an analysis of any challenge your district may be having retaining students in nontraditional programs:

• Conduct regular climate assessments

• Interview students:

• Who drop out of nontraditional programs

• Who stay in nontraditional programs as to why other are leaving

• Who never choose to join nontraditional programs

• Discuss with

• Teachers of nontraditional programs

• Parents of non traditional students who are enrolled or have dropped out

• Business/Industry/Advisory committee members

©Copyright ~ InterLink 2014

RETENTION:


• Mentoring – peer or professional matching of the students interest

• Support groups – chambers and business associations and/or nontraditional student peer groups

• Career and academic advisement by teacher, counselor, or business mentor

• Special projects reflect students interest which may include volunteer initiatives using their skills

• Provide support groups for nontraditional students • Other NT students in the class or at school

• Past NT students still at the school

• Provide a business mentor

• Give guidance, but don’t make them feel “called out”

RETENTION INSTITUTIONAL SUPPORT



THE CLASSROOM

THROUGH AN EQUITY LENS

If you’re looking to address the issue of equity in the classroom, you may need to change your overall approach and method of observation. Consider Your Setting – What is the SES of the community? What are the values concerning

education? Are parents involved? What is the academic and social culture of the school? How would you describe the physical environment of the community, the school, and the classroom?

Consider Your Students – Who are your learners (gender, race/ethnicity, special education students, etc.) and what are their interests? What motivates your students to learn? What are the barriers? How can work be individualized? How can discipline problems be handled, avoided?

Consider Your Curriculum – Are students responsible for problem solving and critical thinking? Or are drill and rote memorization emphasized? Is there bias in the curriculum, textbooks, and/or instructional materials? Which topics are emphasized? Omitted?

Learn to develop your skills of critical observation, interpretation, and reflection – Without these you may remain ignorant of important elements of the classroom social structure. This can help you gain greater insight into how and why teachers and students behave the way they do.

Observe subtle classroom dynamics, such as seating, micro messages, student-student and student-teacher interactions etc.


RETENTION ACTIVITY

Using the form provided, choose an element that needs

attention in your district or campus

Identify the challenge and your theory about the cause of the

situation

Brainstorm an action that could be put into practice that

would make the situation better

Choose someone to present your work with the group


IT’S ALL ABOUT CAREERS!

Keep parents informed and include them in events

Introduce nontraditional students to alumni student role models

Make sure that all visual promotional materials show appropriate non traditional role models

Highlight current media coverage of nontraditional role models

ROLE MODELS



Business as advisors – your Chamber of Commerce is your best friend. Also industry trade associations.

Do you invite them to your classroom regularly – entertain them – let your students show off for them – but make sure they are prepared. Have them critique the students work/projects/pre-competition

Industry standards in curriculum. Meaningful internships, job shadowing, etc. Workshops for business volunteers – let students show off Student reputation - placing your stars builds trust in the

business community. Pipeline/network connections – who do you know and who do

they know?

BRIDGES TO EMPLOYMENT


• Invi te s tudent leadership c lubs to sponsor special ac t iv i t ies

• Work c losely wi th component and secondary school gu idance s taff

• College events and visitations

• Give presentat ions to PTO’s and other community groups

• Connect wi th job t ra in ing programs that re fer adul t s tudents to postsecondary

t ra in ing

• Encourage community organizat ions to “sponsor” nontradi t ional s tudents

• Co-sponsor ac t iv i t ies wi th organizat ions such as Gir ls Incorporated, Gi r ls and

Boys Club, YMCA/YWCA, Bus iness and Professional Women, Trade

Associat ions, and Chambers of Commerce

NETWORK



PLACEMENT ACTIVITY

Using the form provided, choose an element that needs

attention in your district or campus

Identify the challenge and your theory about the cause of the

situation

Brainstorm an action that could be put into practice that

would make the situation better

Choose someone to present your work with the group

©Copyright InterLink 2014

Benefits Challenges High wages Hazardous workplaces, requiring safety protocols,

special equipment and protective clothing

Good benefits Discrimination and/or harassment

Variety and mobility Sense of isolation if one of few women at workplace

Casual dress Non-supportive family and friends

Outdoor work Transportation and childcare

Job satisfaction Weather, heat, cold, dust, dirt, noise in some workplaces

Opportunities to learn while you earn Physical requirements

Career ladders Shift work – makes it hard to care for children

Enhanced quality of life Seasonal layoffs

Get new skills that can be used in many jobs The work and skills you need might be unfamiliar. © Copyright InterLink 2014

Nontraditional - Benefits and Challenges

Source: Wider Opportunities for Women

• Careers that are nontraditional for one of the genders, such

as information technology and engineering for women, and nursing for men, often experience a labor shortage, so there is high demand for skilled employees in those occupations.

• Women who work in nontraditional fields can expect lifetime

earnings of 150 percent or more than comparable women in traditionally female occupations.

• A diverse workforce can be more innovative, productive and

creative than a non-diverse workforce.

MORE NONTRADITIONAL CAREER BENEFITS


1. Recruitments

Challenge Theory/Reason/Barrier Improvement Strategies

A school district was written up on

the PER for not offering non-

traditional programs and had to

develop a plan for the future.

Administrators did not take the

PER requirements seriously.

A team (principal, counselor, CTE Director) from

the school district attended a Non Traditional

Workshop and developed a plan of action and follow

through follows:

Counselors did not understand,

nor present students non-

traditional opportunities.

Counselors began using student data to identify their

interests and aptitudes.

Teachers and counselors did not

communicate about non

traditional programs and

opportunities for students.

The district communications department, counselors

and teachers prepared documents about each of the

CTE Programs in the district giving program

descriptions, skill and education needs and earnings

potential. They made them gender neutral. These

included CTE program brochures, posters with

pictures of students in the non traditional

classrooms, and a course catalogue. Statements from

completer students in years past were used about

their experiences when available. The posters were

displayed in classrooms and around the campus.

At a district staff development meeting, CTE

Teachers performed a skit showing gender

discrimination examples. All teachers were asked

(by their administrators) to evaluate their classrooms

for gender equality in posters, books displays, and

their personal attitude and behavior. ©Copyright ~ InterLink

Actual Experience


1. Recruitment Continued…..


A school district was written up on

their PER for not having non-

tradition students in their programs.

Administrators did not take the PER

requirements for non traditional

opportunities seriously.

A team (principal, counselor, CTE Director)

from the school district attended a Non

Traditional Workshop and developed a plan

of action and follow through follows:

Recruitment into CTE programs was

never practiced

Middle school students and their parents

were invited to a CTE night at the high

school to tour CTE Programs. Special

attention was paid to highlight opportunities

for all genders.


Actual Experience


2. Retention Actual Experience


A very gifted, award winning, first year, male fashion design student who had a passion for the program, informed his teacher that he wanted to drop out of school.

The family owned an auto repair business and wanted him to take auto tech so that he could continue in the family business after he graduated. The student felt trapped and was considering dropping out of school.

The Fashion Design Instructor met with the CTE Director and school principal to get approval to approach the parents with the following plan: • Present an overview of the fashion

industry and opportunities for those who are successful

• Show the opportunities for future scholarship awards and college potential

• Develop a plan to transition into the Auto tech program the next year if the student did not place in student competitions during the school year

• The counselor, Fashion Design Teacher and Auto Tech Teacher agreed to stay closely involved with the student if he did have to transition into the auto tech program the second year to keep him in school.

Result: The parents agreed to the plan, the student excelled in all competitions and is in college on a scholarship.

©Copyright InterLink 2014 http://www.napequity.org/

PLACEMENT Past Participant Suggestions


Placing graduates in

employment in the

nontraditional occupation

related to their career

education program is the

whole point!

Faculty, staff and administration of

secondary and postsecondary

vocational programs can contribute to

the success of their nontraditional

students by using the following

strategies:

•Assign students in job shadowing and internship placements to employers that maintain a workplace that is free of gender bias

•Develop an employer education program to assist them in developing friendly environments to nontraditional students and workers

•Make sure students are adequately trained and prepared for the workplace. Nontraditional students and workers are often evaluated more harshly on the job.

•Teach all students presentation and assertiveness skills appropriate for the workplace

•Place emphasis on particular skills needed to be a nontraditional worker

•Focus on targeted careers such as STEM, computer technology, health care, drafting, construction, automotive, etc.

•Use role models for testimonials in both print and visual materials – successful past students are great role models

•Take advantage of existing opportunities to promote your message such as bulletin boards, newsletters, student organization meetings and events

•Review all print and visual materials for gender bias. Do not use those that suggest any preference for one gender over the other





employment in the




whole point!






strategies:

• Implement nontraditional assets into

classroom with out making it obvious

• Provide awareness and skill training

to prepare faculty and staff for

nontraditional students

• Vary teaching style by using both

lecture and small group or cooperative

project assignments

• Proactively assign students to small

groups to maintain gender balance

• Set expectations for “professional”

behavior to discourage the familiarity

of a “gender culture”

• Include nontraditional models in

posters and other wall displays

• Make prevocational assessment and

training available to nontraditional

students as needed

• Design mentoring programs that

match nontraditional mentors with

nontraditional students

• Acknowledge the contributions of both

men and women to the occupation

• Maintain a directory of nontraditional

role models who are available for group

presentations and individual interviews

by prospective students





employment in the




whole point!






strategies:

•Assign students in job shadowing and internship placements to employers that maintain a workplace that is free of gender bias

•Develop an employer education program to assist them in developing friendly environments to nontraditional students and workers

•Make sure students are adequately trained and prepared for the workplace. Nontraditional students and workers are often evaluated more harshly on the job.

•Teach all students presentation and assertiveness skills appropriate for the workplace

•Place emphasis on particular skills needed to be a nontraditional worker

•Focus on targeted careers such as STEM, computer technology, health care, drafting, construction, automotive, etc.

•Use role models for testimonials in both print and visual materials – successful past students are great role models

•Take advantage of existing opportunities to promote your message such as bulletin boards, newsletters, student organization meetings and events

•Review all print and visual materials for gender bias. Do not use those that suggest any preference for one gender over the other


anything you can do, i can do too!question answer question answer 11. what is former national...

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