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Gender Neutralities, Dichotomies and Hidden Inequalities: Analysis of Vocational Teachers’ Reflections on Gender in the Profession

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Abstract

This article analyses how Finnish vocational teachers make sense of the meanings of gender in their work. The context of the study consists of the two most gender segregated environments of vocational education: the female-dominated Sector of Health and Social Services and the male-dominated Sector of Technology and Transport. Our analysis draws on 23 teacher interviews conducted in two vocational institutions, offering vocational upper secondary education and training to both young and adult students. The data is analysed from post structural and material feminist theoretical positions, using various conceptualizations of gender. Our findings suggest that both male and female teachers have adopted the idea of gender neutrality, whilst they simultaneously provide dichotomical and hierarchical perceptions of men and women as vocational teachers. Consequences of minority position in the staff room are different for females and males. In the field of technology and transport, women in the minority, on the other hand, need to struggle continuously with masculine vocational hierarchies to gain professional respect.

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Notes

  1. “Authorities, educational institutions and other bodies providing education and training shall ensure that women and men have equal opportunities for education, training and professional development, and that teaching, research and instructional material support attainment of the objectives of this Act” (1986/2005 §5).

  2. Since 1999, legally qualified teachers in Finnish upper secondary vocational education, who teach vocational subjects, have been required to have a Master’s level degree (or lower where it does not exist) in the field in which they teach, pedagogical studies (60 credits), and a minimum of 3 years of work experience in the field (Vocational teacher qualification act 986/1998, 13§). Those who teach core subjects, such as mathematic and mother tongue, are required to have a Master’s level degree including a minimum of 60 credits from each subject they teach, as well as pedagogical studies (60 credits) (Vocational teacher qualification act 986/1998, 14§).

  3. This incident was reflected on interviews of students as well.

  4. The other eight study programmes are Rehabilitation, Children’s and Youth Care and Education, Mental Health and Substance Abuse Welfare Work, Nursing and Care, Oral and Dental Care, Care for the Disabled, Care for the Elderly, Customer Services and Information Management

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Authors and Affiliations

  1. Institute of Behavioural Sciences, University of Helsinki, P.O. Box 9, 00014, Helsinki, Finland

    Sirpa Lappalainen, Elina Lahelma, Leila Pehkonen & Ulpukka Isopahkala-Bouret

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  1. Sirpa Lappalainen
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  2. Elina Lahelma
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  3. Leila Pehkonen
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  4. Ulpukka Isopahkala-Bouret
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Correspondence to Sirpa Lappalainen.

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Lappalainen, S., Lahelma, E., Pehkonen, L. et al. Gender Neutralities, Dichotomies and Hidden Inequalities: Analysis of Vocational Teachers’ Reflections on Gender in the Profession. Vocations and Learning 5, 297–311 (2012). https://doi.org/10.1007/s12186-012-9082-0

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