click to continue. by lynn green and bill bennett

Click to continue

By Lynn Green and Bill Bennett

History of women’s struggles to work & be educatedExisting Laws:

Equal Pay Act/Civil Rights ActTitle IX of the Education Amendments

Nothing has changedPerkins I and IV

Participation in non-traditional courses Completion of non-traditional courses

Barriers:Sexism & stereotypesInaccurate consolidated annual reports

Changes that need to be made:Programs and Practices That Work (PPTW)18 ways to improve equityMore grants neededCAR calculations need changing

History of women’s struggles to work & be educatedExisting Laws:

Equal Pay Act/Civil Rights ActTitle IX of the Education Amendments

Nothing has changedPerkins I and IV

Participation in non-traditional courses Completion of non-traditional courses


Changes that need to be made:Programs and Practices That Work (PPTW)18 ways to improve equityMore grants neededCAR calculations need changing

Mary Lyon

Since the 19th century women have fought for equality in the work place.

This battle continues for equal pay however women have made a significant break-through in many work fields.

Sexism and stereotypes continue to prevail.

Since the 19th century women have fought for equality in the work place.

This battle continues for equal pay however women have made a significant break-through in many work fields.

Sexism and stereotypes continue to prevail.

During WWII the U.S. experienced the largest influx of women into the workforce in its history.

Women now make up 46% of US workforce.

During WWII the U.S. experienced the largest influx of women into the workforce in its history.

Women now make up 46% of US workforce.

By 1997, nearly 60% of American women were in the labor force. Up from 33 percent in 1950. (Workforce 2020)

Women in the U.S. workplace more than tripled from 1948 to 1995. 17 million women were employed in 1948 compared to 60 million in 1995.

(Bureau of Labor)

Among Fortune 500 companies 5% of senior managers are women 10% of board members are female

(Glass Ceiling Commission report, from SF Chronicle, 1/18/96)

Single moms serving as head ofhousehold are new norm.

By 1997, nearly 60% of American women were in the labor force. Up from 33 percent in 1950. (Workforce 2020)

Women in the U.S. workplace more than tripled from 1948 to 1995. 17 million women were employed in 1948 compared to 60 million in 1995.

(Bureau of Labor)

Among Fortune 500 companies 5% of senior managers are women 10% of board members are female

(Glass Ceiling Commission report, from SF Chronicle, 1/18/96)

Single moms serving as head ofhousehold are new norm.

Women owned businesses make up:33% of all domestic firms 40% of all retail and service firms (U.S. Census Bureau).

Women-owned businesses:Employ 15.5 million people

35% more workers in the US than Fortune500 companies employ world-wide.

Make up 7.7 million businessesin the US.

Generate nearly $1.4 trillion in annualsales.(Women-Owned Businesses: Breaking the Boundaries from The DevillierReport)

Women owned businesses make up:33% of all domestic firms 40% of all retail and service firms (U.S. Census Bureau).

Women-owned businesses:Employ 15.5 million people

35% more workers in the US than Fortune500 companies employ world-wide.

Make up 7.7 million businessesin the US.

Generate nearly $1.4 trillion in annualsales.(Women-Owned Businesses: Breaking the Boundaries from The DevillierReport)

In 1971-72 school year nearly 3 million women enrolled in secondary or post-secondary vocational programs.Some program offerings still denied base on sexual-bias.

Some non-traditional enrollment has changedWomen enrollment changes 1971-72 vs. 1981-82

Marketing +12.1%Technical +12.5%Agriculture +16/3%Trade/Tech +6.8%Home Economics -6.5%Office Occupations -2.6%

In 1971-72 school year nearly 3 million women enrolled in secondary or post-secondary vocational programs.Some program offerings still denied base on sexual-bias.

Some non-traditional enrollment has changedWomen enrollment changes 1971-72 vs. 1981-82

Marketing +12.1%Technical +12.5%Agriculture +16/3%Trade/Tech +6.8%Home Economics -6.5%Office Occupations -2.6%

Women are becoming better educated.Some women are electing nontraditional paths such as:

Engineering, science technicians, and computer specialists. Starting their own businesses.

Women have invaded & proven themselvessuccessful in traditional white male bastions: Architects Economists Pharmacists Lawyers Journalists Executives and Administrators

Women are becoming better educated.Some women are electing nontraditional paths such as:

Engineering, science technicians, and computer specialists. Starting their own businesses.

Women have invaded & proven themselvessuccessful in traditional white male bastions: Architects Economists Pharmacists Lawyers Journalists Executives and Administrators

Equal Pay Act of 19631st significant legislation relating to vocational equityCalled for the end of discrimination based on sex in

payment of wages for equal workTitle VII of the Civil Rights Act of 1964

Prohibited discrimination in employment on the basis of sex, race, color, religion, and national rights

Scope was more extensive than the Equal Pay Act

Equal Pay Act of 19631st significant legislation relating to vocational equityCalled for the end of discrimination based on sex in

payment of wages for equal workTitle VII of the Civil Rights Act of 1964

Prohibited discrimination in employment on the basis of sex, race, color, religion, and national rights

Scope was more extensive than the Equal Pay Act

Title IX of the Education Amendments of 1972Renamed Patsy T. Mink Equal Opportunity in

Education Act in 2002Enacted on June 23, 1972.Landmark legislation banning discrimination in

education on the basis of sexA 37-word law that states:

"No person in the United States shall, on the basis of sex, be excluded from participation in, be denied the benefits of, or be subjected to discrimination under any education program or activity receiving Federal financial assistance.“

Title IX of the Education Amendments of 1972Renamed Patsy T. Mink Equal Opportunity in

Education Act in 2002Enacted on June 23, 1972.Landmark legislation banning discrimination in

education on the basis of sexA 37-word law that states:

"No person in the United States shall, on the basis of sex, be excluded from participation in, be denied the benefits of, or be subjected to discrimination under any education program or activity receiving Federal financial assistance.“

Women’s Educational Equity Act of 1974Provided funding of projects to advance education between

women and menSpecifically provided for expansion and improvement of

programs for females in vocational education and career education

Educational Amendments of 1976Required development & implementation of programs to

eliminate sex discrimination, sex, bias, & sex-role stereotypingEach state required to hire a full-time sex equity coordinator

to:Provide leadership in eliminating barriersOffer technical assistance to local educatorsDevelop a public relations program

Women’s Educational Equity Act of 1974Provided funding of projects to advance education between

women and menSpecifically provided for expansion and improvement of

programs for females in vocational education and career education

Educational Amendments of 1976Required development & implementation of programs to

eliminate sex discrimination, sex, bias, & sex-role stereotypingEach state required to hire a full-time sex equity coordinator

to:Provide leadership in eliminating barriersOffer technical assistance to local educatorsDevelop a public relations program

Emphasis placed on employing gender equity in vocational programs

States were directed to:Spend 8.5% of federal funds to provide educational

education & training for: Single parents Homemakers Displaced homemakers

Spend 3.5% of federal funds toEliminate sex bias and stereotypingSupport males in non-traditional roles

1990 reauthorization continued much of the same rules

Emphasis placed on employing gender equity in vocational programs

States were directed to:Spend 8.5% of federal funds to provide educational

education & training for: Single parents Homemakers Displaced homemakers

Spend 3.5% of federal funds toEliminate sex bias and stereotypingSupport males in non-traditional roles

1990 reauthorization continued much of the same rules

Requires state and local recipients of federal funds to:Make progress in improving student participation in and

completion of CTE which leads to nontraditional training and employment.

Part of the accountability system (section 113).Mandates that states record and report percentages for:

Section 113 b2A: Non-traditional ParticipationSection 113 b2A: Non-traditional Completion

Requires state and local recipients of federal funds to:Make progress in improving student participation in and

completion of CTE which leads to nontraditional training and employment.

Part of the accountability system (section 113).Mandates that states record and report percentages for:

Section 113 b2A: Non-traditional ParticipationSection 113 b2A: Non-traditional Completion

Existing laws have been created to ensure that sufficient numbers of students are: Being recruited into programs that are non-traditional* for their gender Persisting in and completing these programs

Two separate indicators are necessary to determine whether critical interventions such as professional development, mentoring, parental involvement, and peer support programs occur between recruitment and completion.

* The term ‘non-traditional’ means programs, occupations or fields of work, including careers in computer science, technology, and other current and emerging high skill occupations, for which individuals from one gender comprise less than 25% of the workforce.

Existing laws have been created to ensure that sufficient numbers of students are: Being recruited into programs that are non-traditional* for their gender Persisting in and completing these programs

Two separate indicators are necessary to determine whether critical interventions such as professional development, mentoring, parental involvement, and peer support programs occur between recruitment and completion.

* The term ‘non-traditional’ means programs, occupations or fields of work, including careers in computer science, technology, and other current and emerging high skill occupations, for which individuals from one gender comprise less than 25% of the workforce.

Of the 7 traditional vocational education areas, 6 are heavily sex typed (Marketing is the exception) (Gordon, 2010).

Many women continue to perceive their role in life as domestic (Gordon, 2010).Displaced homemakersFemale single parentsTeenage mothers

Pregnant & parenting teens encounter discrimination in schools (Gordon, 2010).Many are minority and fall into lower socio-economic category.

Of the 7 traditional vocational education areas, 6 are heavily sex typed (Marketing is the exception) (Gordon, 2010).

Many women continue to perceive their role in life as domestic (Gordon, 2010).Displaced homemakersFemale single parentsTeenage mothers

Pregnant & parenting teens encounter discrimination in schools (Gordon, 2010).Many are minority and fall into lower socio-economic category.

Title IX of the Education Amendments of 1972/76Law has been in effect for 34 yearsData shows that the level of under-representation of

women in CTE fields that are nontraditional for their gender has remained virtually unchanged since 1979.

In high schools country wide males dominate:Automotive technologyConstructionEngineering

While females dominate:Nursing

Title IX of the Education Amendments of 1972/76Law has been in effect for 34 yearsData shows that the level of under-representation of

women in CTE fields that are nontraditional for their gender has remained virtually unchanged since 1979.

In high schools country wide males dominate:Automotive technologyConstructionEngineering

While females dominate:Nursing

Male Completion Rate:2007 Data

Female Completion Rate:2007 Data

33.08%

66.92%

Males in NTO programs for malesFemales in NTO programs for males

80.77%

19.23%

Females in NTO programs for femalesMales in NTO programs for females

Male Participation Rate:2007 Data

Female Participation Rate:

2007 Data

33.08%

66.92%

Males in NTO programs for malesFemales in NTO programs for males

80.77%

19.23%

Females in NTO programs for femalesMales in NTO programs for females

5

10

15

20

2004 2005 2006 2007

Perc

en

t

MALE

FEMALE

TOTAL

Under-representation of women in CTE fields that are nontraditional for their gender has remained virtually unchanged since 1979 (PPTW, 2005).

High school girls also continue to be under-represented in critical math and science fields as well (PPTW, 2005).

In 2008, girls made up only 31% of students taking AP physics exams and only 17% of students taking AP computer science exams (PPTW, 2005).

Under-representation of women in CTE fields that are nontraditional for their gender has remained virtually unchanged since 1979 (PPTW, 2005).

High school girls also continue to be under-represented in critical math and science fields as well (PPTW, 2005).

In 2008, girls made up only 31% of students taking AP physics exams and only 17% of students taking AP computer science exams (PPTW, 2005).

According to the National Women’s Law CenterGirls are dropping out of schools at alarming rates

Studies show schools can be successful in reducing dropout rates when:They offer CTE programsMake the link between academic work, college success

& careersSchools that want to reduce their dropout rates must:

Ensure girls have equal access to career and technical education

Provide training for high-skill, high-wage jobs

According to the National Women’s Law CenterGirls are dropping out of schools at alarming rates

Studies show schools can be successful in reducing dropout rates when:They offer CTE programsMake the link between academic work, college success

& careersSchools that want to reduce their dropout rates must:

Ensure girls have equal access to career and technical education

Provide training for high-skill, high-wage jobs

Why Are Females Under-Represented?Reason are complexResearch links problem to:

Sex discriminationSex stereotyping

Examples of sex discrimination and stereotyping:Permitting sexual or gender-based harassment in

classrooms.Inadvertently allowing boys to monopolize equipment or

teacher attention.Steering girls & boys away from nontraditional courses

—can create real barriers that prevent students from being able to make informed choices about or pursue their education and careers.

Why Are Females Under-Represented?Reason are complexResearch links problem to:

Sex discriminationSex stereotyping

Examples of sex discrimination and stereotyping:Permitting sexual or gender-based harassment in

classrooms.Inadvertently allowing boys to monopolize equipment or

teacher attention.Steering girls & boys away from nontraditional courses

—can create real barriers that prevent students from being able to make informed choices about or pursue their education and careers.

Other barriers that may contribute to the disparities in enrollment include:Student and parent lack of awareness about

nontraditional CTE opportunities.Student internalization of sex-stereotyped roles.Peer pressure to avoid nontraditional CTE courses.Cultural pressure to avoid nontraditional CTE courses.Reluctance to be a “pioneer” in a new field.

Other barriers that may contribute to the disparities in enrollment include:Student and parent lack of awareness about

nontraditional CTE opportunities.Student internalization of sex-stereotyped roles.Peer pressure to avoid nontraditional CTE courses.Cultural pressure to avoid nontraditional CTE courses.Reluctance to be a “pioneer” in a new field.

Bias is - behavior, attitude, or prejudice resulting from the assumption that one sex is superior to another.

Stereotyping is – attributing behaviors, abilities, interests, values, and roles to an individual or group on the basis of sex.

Discrimination is – thedenial of opportunity,privilege, role, or rewardon the basis of sex.

Bias is - behavior, attitude, or prejudice resulting from the assumption that one sex is superior to another.

Stereotyping is – attributing behaviors, abilities, interests, values, and roles to an individual or group on the basis of sex.

Discrimination is – thedenial of opportunity,privilege, role, or rewardon the basis of sex.

Consolidated Annual ReportOVAE requirement for states

Report by states on non-traditional participation rates by men and women

Definitions are vaguePercentages are being miscalculated

Consolidated Annual ReportOVAE requirement for states

Report by states on non-traditional participation rates by men and women

Definitions are vaguePercentages are being miscalculated

OVAE Core IndicatorsCore Indicator 1. Student Attainment Core Indicator 3. Placement and

Retention

1S1: Secondary Academic Attainment1S2: Secondary Vocational and Technical Skill Attainment1P1: Postsecondary Academic Attainment1P2: Postsecondary Vocational and Technical Skill Attainment

3S1: Secondary Placement3S2: Secondary Retention3P1: Postsecondary Placement3P2: Postsecondary Retention

Core Indicator 2. Credential Attainment Core Indicator 4. Participation in and Completion of Non-Traditional Programs

2S1: Secondary Completion2S2: Proficiency Credential with Secondary Diploma2P1: Postsecondary Degree or Credential

4S1: Participation in Secondary Non-Traditional Programs4S2: Completion of Secondary Non-Traditional Programs4P1: Participation in Postsecondary Non-Traditional Programs4P2: Completion of Postsecondary Non-Traditional Programs

PPTW started in 2005 by:The Association for Career and Technical Education

(ACTE)The National Alliance for Partnerships in Equity (NAPE)The National Association of State Directors of Career

and Technical Education Consortium (NASDCTEc)The National Women’s Law Center (NWLC)

PPTW started in 2005 by:The Association for Career and Technical Education

(ACTE)The National Alliance for Partnerships in Equity (NAPE)The National Association of State Directors of Career

and Technical Education Consortium (NASDCTEc)The National Women’s Law Center (NWLC)

http://www.girltech.com/community.aspxhttp://www.girltech.com/community.aspx

Implement research-based strategies for improving enrollment and retention of students in nontraditional CTE programs

Effectively identify and build strong education-community partnerships, interagency coalitions and business partnerships.

Introduce students to role models, including professionals who have nontraditional careers and peers who participated in nontraditional CTE programs. The role models answer questions, share stories, and frequently interact with and mentor students.

Provide hands-on opportunities for students to learn about and apply skills.

Document the program in a manner that is replicable by others attempting to implement similar programs

Centrally coordinate all the schools in a community college or secondary system.

Implement research-based strategies for improving enrollment and retention of students in nontraditional CTE programs

Effectively identify and build strong education-community partnerships, interagency coalitions and business partnerships.

Introduce students to role models, including professionals who have nontraditional careers and peers who participated in nontraditional CTE programs. The role models answer questions, share stories, and frequently interact with and mentor students.

Provide hands-on opportunities for students to learn about and apply skills.

Document the program in a manner that is replicable by others attempting to implement similar programs

Centrally coordinate all the schools in a community college or secondary system.

Measure the outcomes and results of the project by collecting data about the students who participate in the program or benefit from the practice, including whether they have been retained in the field or continued their education in other areas.

Collect testimonials and seek both positive and negative input from program participants to measure their enthusiasm for the program and make improvements where necessary.

Expand model programs to other under-served populations that have historically not participated in careers that are nontraditional for their race, disability or socioeconomic status.

Build upon or cultivates an institutional commitment to gender equity and compliance with civil rights laws and uses the program as an opportunity to train all staff about gender equity.

Respond to the needs of the local labor market and features high-demand occupations.

Measure the outcomes and results of the project by collecting data about the students who participate in the program or benefit from the practice, including whether they have been retained in the field or continued their education in other areas.

Collect testimonials and seek both positive and negative input from program participants to measure their enthusiasm for the program and make improvements where necessary.

Expand model programs to other under-served populations that have historically not participated in careers that are nontraditional for their race, disability or socioeconomic status.

Build upon or cultivates an institutional commitment to gender equity and compliance with civil rights laws and uses the program as an opportunity to train all staff about gender equity.

Respond to the needs of the local labor market and features high-demand occupations.

1. Examine your teaching behavior to see which students get the most and best responses from you.

2. Use praise as a deliberate strategy coupled with feedback about the quality of work and what, if anything, needs to be done.

3. Give criticism in the form of a question.4. Don’t always call on the first hand that goes up.5. “Coach” females as well as males.6. When you ask the class a question, look at all

students.7. Listen attentively to all students when they speak.

1. Examine your teaching behavior to see which students get the most and best responses from you.

2. Use praise as a deliberate strategy coupled with feedback about the quality of work and what, if anything, needs to be done.

3. Give criticism in the form of a question.4. Don’t always call on the first hand that goes up.5. “Coach” females as well as males.6. When you ask the class a question, look at all

students.7. Listen attentively to all students when they speak.

8. Intervene when male students show disrespect for female students (or the reverse).

9. Do not allow students to interrupt each other (Male students often interrupt female students).

10. Use small groups to foster cooperative, rather than competitive learning.

11. Avoid stories, jokes and comments that denigrate women and girls.

12. In giving credit to students’ contributions, be sure to give it to females as much as males and to the right person.

8. Intervene when male students show disrespect for female students (or the reverse).

9. Do not allow students to interrupt each other (Male students often interrupt female students).

10. Use small groups to foster cooperative, rather than competitive learning.

11. Avoid stories, jokes and comments that denigrate women and girls.

12. In giving credit to students’ contributions, be sure to give it to females as much as males and to the right person.

13. Judge females’ (and males’) contributions to the class by the content of their ideas rather than by the style of their speech.

14. Use parallel terminology in describing both genders, such as “men and women,” or “boys and girls,” not “girls and men.” Use “he or she” rather than the generic “he” or words such as “mankind.”

15. Do not group students by gender16. Do not make seemingly helpful remarks that

disparage females’ abilities, such as, “I know that a lot of females have trouble with math so I’ll be happy to help anyone who needs extra assistance.”

13. Judge females’ (and males’) contributions to the class by the content of their ideas rather than by the style of their speech.

14. Use parallel terminology in describing both genders, such as “men and women,” or “boys and girls,” not “girls and men.” Use “he or she” rather than the generic “he” or words such as “mankind.”

15. Do not group students by gender16. Do not make seemingly helpful remarks that

disparage females’ abilities, such as, “I know that a lot of females have trouble with math so I’ll be happy to help anyone who needs extra assistance.”

17. Ask males and females the same kinds of questions

18. Call male and female students by name.

17. Ask males and females the same kinds of questions

18. Call male and female students by name.

More grants and scholarships need to be created to encourage students to enter into non-traditional programs.

CAR reporting methods need to be standardized to be more accurate to allow proper distribution of funds.

More grants and scholarships need to be created to encourage students to enter into non-traditional programs.

CAR reporting methods need to be standardized to be more accurate to allow proper distribution of funds.

Women now make up a large portion of the U.S. workforceExisting Laws:

Title IX of the Education Amendments of 1972 Nothing has changed

Perkins IV Participation in non-traditional courses is not occurring Completion of non-traditional courses is not occurring


Changes that need to be made:Programs and Practices That Work (PPTW)18 Ways to Improve EquityMore grants neededCAR calculations need changing

Women now make up a large portion of the U.S. workforceExisting Laws:

Title IX of the Education Amendments of 1972 Nothing has changed

Perkins IV Participation in non-traditional courses is not occurring Completion of non-traditional courses is not occurring


Changes that need to be made:Programs and Practices That Work (PPTW)18 Ways to Improve EquityMore grants neededCAR calculations need changing

109 Congress. 2006. Public law 109-270. United States Congress. Washington, D.C.

Girls Tech, 2010 http://www.girltech.com/index.aspx

Gordon, Howard R.D. 1999. History and growth of vocational education in America. Allyn and Bacon. Boston.

Lufkin, Mimi, 2006. 18 ways for faculty to promote equity in the classroom. http://www.napequity.org/. Accessed February 27, 2010.

Lufkin, Mimi, 2006. Disaggregating gender for the nontraditional accountability measure. http://www.napequity.org/. Accessed February 27, 2010.

National Women’s Law Center. 2007. How to promote gender equity in career and technical education: A primer for schools. http://www.nwlc.org/. Accessed February 27, 2010.

Wikipedia, 2010 http://en.wikipedia.org/wiki/Title_IX

109 Congress. 2006. Public law 109-270. United States Congress. Washington, D.C.

Girls Tech, 2010 http://www.girltech.com/index.aspx

Gordon, Howard R.D. 1999. History and growth of vocational education in America. Allyn and Bacon. Boston.

Lufkin, Mimi, 2006. 18 ways for faculty to promote equity in the classroom. http://www.napequity.org/. Accessed February 27, 2010.

Lufkin, Mimi, 2006. Disaggregating gender for the nontraditional accountability measure. http://www.napequity.org/. Accessed February 27, 2010.

National Women’s Law Center. 2007. How to promote gender equity in career and technical education: A primer for schools. http://www.nwlc.org/. Accessed February 27, 2010.

Wikipedia, 2010 http://en.wikipedia.org/wiki/Title_IX

AAUW Breaking the Barriers September 2009 http://www.aauw.org/advocacy/issue_advocacy/actionpages/upload/CareerTechED1112.pdf

Career and Tech Education 2009

http://uvucte.info/pdf/Division_report_08-09.pdf

CTE: Non-Traditional Career’s 2009 http://schools.utah.gov/cte/nontrad_links.html

US Census Bureau http://www.census.gov/

Women work 2010 http://www.womenwork.org/policy/perkins.htm

AAUW Breaking the Barriers September 2009 http://www.aauw.org/advocacy/issue_advocacy/actionpages/upload/CareerTechED1112.pdf

Career and Tech Education 2009

http://uvucte.info/pdf/Division_report_08-09.pdf

CTE: Non-Traditional Career’s 2009 http://schools.utah.gov/cte/nontrad_links.html

US Census Bureau http://www.census.gov/

Women work 2010 http://www.womenwork.org/policy/perkins.htm

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