Two Sides of the Same Coin? Applied and General Higher Education Gender Stratification in Canada
Gender Segregation in Vocational Education
ISBN: 978-1-78560-347-1, eISBN: 978-1-78560-346-4
Publication date: 18 November 2015
In this chapter, we take up the distinction between applied and general fields of study in order to consider how patterns of gender stratification between them may differ. Purporting to offer industry- and firm-specific skills, applied fields of study are often differentiated from general education pathways that are offered within the university sector. However, as our research demonstrates, there is considerable interplay between these two forms of education when higher education engagement over the life course is examined. Using sequence and cluster analysis, we illustrate five ideal-typical higher education pathways in a sample of males and females over a 22-year period in the Canadian province of British Columbia. The gendered patterns of how individuals choose and move between general and applied fields of study offer a deeper account of stratification within general and applied skill acquisition and provide nuance concerning how vocational education can be conceptualised in relation to the actual higher education pathways students undertake. In Canada, where a high percentage of students gain university-level credentials, vertical and horizontal gender stratification within applied and general fields of study is distinctive and highlights system-specific engagement.
Pullman, A. and Andres, L. (2015), "Two Sides of the Same Coin? Applied and General Higher Education Gender Stratification in Canada", Gender Segregation in Vocational Education (Comparative Social Research, Vol. 31), Emerald Group Publishing Limited, Bingley, pp. 237-262. https://doi.org/10.1108/S0195-631020150000031010
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