Abstract
This paper examines how sexism and stereotyping in vocational education promote and reinforce gendered occupations. Progressive adult education has been the philosophical foundation for vocational education but has not challenged the strong disparity of the sex role division of occupations. A critical theory of education needs to be implemented in order to break through traditional patriarchal hierarchies. Variables that affect educational and career choice in vocational education are examined. Sex role specific occupations are promoted through social venues and reinforced by gender, race, and class status. Teacher education is a focal area where change must occur. Teacher expectations and teaching styles need to recognize the importance of nontraditional career choices for all students. These expectations must challenge traditional notions of masculinity and femininity.
Sign-in/Register to access full text options 
Free) 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a call
