Books and journals Case studies Expert Briefings Open Access
Advanced search

Two Sides of the Same Coin? Applied and General Higher Education Gender Stratification in Canada

Ashley Pullman
Lesley Andres

Gender Segregation in Vocational Education

ISBN: 978-1-78560-347-1, eISBN: 978-1-78560-346-4

ISSN: 0195-6310

Publication date: 18 November 2015

Abstract

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.

Citation

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, pp. 237-262. https://doi.org/10.1108/S0195-631020150000031010

Download as .RIS

Publisher

:

Emerald Group Publishing Limited

Copyright © 2015 Emerald Group Publishing Limited

Please note you do not have access to teaching notes

You may be able to access teaching notes by logging in via Shibboleth, Open Athens or with your Emerald account.
Login
If you think you should have access to this content, click the button to contact our support team.
Contact us

To read the full version of this content please select one of the options below

You may be able to access this content by logging in via Shibboleth, Open Athens or with your Emerald account.
Login
If you think you should have access to this content, click the button to contact our support team.
Contact us
Emerald Publishing
  • Opens in new window
  • Opens in new window
  • Opens in new window
  • Opens in new window
© 2021 Emerald Publishing Limited

Services

  • Authors Opens in new window
  • Editors Opens in new window
  • Librarians Opens in new window
  • Researchers Opens in new window
  • Reviewers Opens in new window

About

  • About Emerald Opens in new window
  • Working for Emerald Opens in new window
  • Contact us Opens in new window
  • Publication sitemap

Policies and information

  • Privacy notice
  • Site policies
  • Modern Slavery Act Opens in new window
  • Chair of Trustees governance statement Opens in new window
  • COVID-19 policy Opens in new window
Manage cookies

We’re listening — tell us what you think

  • Something didn’t work…

    Report bugs here

  • All feedback is valuable

    Please share your general feedback

  • Member of Emerald Engage?

    You can join in the discussion by joining the community or logging in here.
    You can also find out more about Emerald Engage.

Join us on our journey

  • Platform update page

    Visit emeraldpublishing.com/platformupdate to discover the latest news and updates

  • Questions & More Information

    Answers to the most commonly asked questions here