Beyond the Brochure: Strategies to Improve Nontraditional Core

Performance Indicators

Office of Career and Technical Education

February 6, 2012

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Contact Information:

Jacqueline Dannis, Research Consultant

dannisj@michigan.gov 517 (335-1066)

Norma R. Tims, Title IX and Civil Rights Review Coordinator

timsn@michigan.gov (517) 241-2091

Office of Career and Technical Education

Michigan Department of Education

P.O. Box 30712

Lansing, Michigan 48909

Presentation Goals

• Define Non-traditional student

• Understand how 6S1 and 6S2 CPI’s are computed

• Explore barriers to participation in nontraditional career training

• Explore factors that support nontraditional career training success

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Five Minute Activity

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Challenge Game

Nontraditional Student

• A secondary or postsecondary student enrolled in a career training program leading to occupations or careers in which 25% or less of the persons usually employed in that occupation or field of work are of their gender.

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Sex Segregation in CTE

FACT: In Michigan secondary CTE programs, Female students are still the majority of students in traditionally “female” courses (health care, child care, cosmetology) and the minority in nontraditional clusters (Transportation, Distribution, Logistics; Manufacturing; Architecture & Construction; STEM)

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And this is a problem because….

In the thirty-eight years since the enactment of Title IX, high school CTE remains as sex segregated as it was when the law was passed!

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And furthermore

The traditionally “male” dominated occupations or fields of work offer higher lifetime earnings, opportunities for advancement, and a degree of security and self-sufficiency not possible in most of the traditionally “female” occupations.

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A requirement of Perkins Funding Legislation to measure participation and completion of students of the nontraditional gender in CTE programs.

Core Performance Indicators

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Nontraditional enrollmentNumerator: Number of students of the underrepresented gender enrolledDenominator: Total number of students enrolled Results indicate the number of students of the underrepresented gender

6 S1

6S2

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Nontraditional CompletionNumerator: Number of students of the under represented gender who complete the program. Denominator: Number of students of the under represented gender enrolledResults indicate the number of non-traditional enrollees who complete

Overt Barrier: Discrimination

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• Gender disparity begins at the point at which students select a specific area

• Influences include:StereotypesGender-based discrimination

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Stereotypes

Different treatment by guidance personnelSteeringDiscourage (or lack or encouragement)

RecruitmentLack of pro-active efforts to recruit femalesLack of visible role modelsMale pronoun use exclusively in materials/media

Impact of Stereotypes

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http://www.youtube.com/watch?v=jwviTwO8M8Q

Aspiration and

Decisions

Stereotypic Beliefs

Sexual Harassment in CTE

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Pervasive and overt:“Cat calls”, sabotage of projects, fondling, etc. No female bathrooms or changing areaPin-ups, calendars with suggestive pictures, etc. Requirements: weightlifting or strength tests Sexual gestures, suggestive languageRetaliation for complaints of sexual harassmentExclusion by other students , lack of ”friendship” Boys monopolizing equipment or teacher time

Subtle Harassment

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Powerful in deterring female students Girls are not strong enoughShe is enrolling to get a boyfriendShe is too cute to take …Girls don’t know anything about …She must be a “Dyke” if she is interested in….Tolerance of inappropriate language, remarks Subtle messages that girls are not welcomePeer PressureParental Concerns about sexual harassment

Other Potential Barriers

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Lack of knowledge or familiarity with areaLack of experience with toolsFamily objections (especially father)Pressure from friendsFemininity ideals /gender identityLack of role modelsInsufficient career explorationMedia messages

Strategies: Recruitment

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• Early unbiased career exploration activities for all students

• Exploration of interests and abilities links to career fields

• Role Models of under represented gender• Gender neutral posters, brochures, illustrations• Recruit “groups”• Targeting• Opportunities to try it out (hands on projects)

Strategies: Retention

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• Schedule in same section• Support groups• Mentor (same gender) from field• Gender “Fairness” in programs• Appropriate tools, uniforms, etc. • Enforced harassment policy• Consideration of learning styles

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• Monitor progress

• Encouragement

• Intern/WBL with same gender

• Exit interviews with “leavers”-use information gained

• Credit recovery if needed

• Peer support

• Same-gender alumni experience

Strategies Completion

Strategies Increase Equity

• Control the message

• Communicate clear performance standards

• Hold gatekeepers accountable for gender disparities

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Questions?

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Contact Information:

Jacqueline Dannis, Research Consultant

dannisj@michigan.gov 517 (335-1066)

Norma R. Tims, Title IX and Civil Rights Review Coordinator

timsn@michigan.gov (517) 241-2091

Office of Career and Technical Education

Michigan Department of Education

P.O. Box 30712

Lansing, Michigan 48909