Executive Summary 3

I. Introduction 4

II. Gender and Career Choice: A Review of Literature 6

III. Methodology 7

IV. Results 8

V. Discussion 11

VI. Conclusion 13

Appendices 15

References 19
 
 

This study examines the long-term impact of Girls Exploring Trades and Technology Camps on career choices of adolescent women. The GETT Camp model is focused on experiential learning and providing appropriate women role models to teach carpentry, electrical, mechanical and design skills. The specific goals of GETT Camps include increasing girls= knowledge of trades and technical occupations and the necessity of taking math and science courses throughout high school, and encouraging feelings of competence through the development of hands-on tool skills. GETT Camps have operated as day camps in various parts of British Columbia for four years.

While educators are becoming more aware of limitations placed on girls= career aspirations, any special opportunities or programs designed to provide information about trades and technical careers may already be seen by girls (and others) as Anot for girls@. In addition, programs specifically designed to offer opportunities for girls may fail when girls self-select out before the program begins.

Current research supports providing opportunities to succeed through experiential models such as GETT Camps to affect girls= attitudes. A review of the literature on gender and career choice suggests that stereotypes of occupational categories as Awomen=s@ or Amen=s@ is prevalent, but individuals who have more positive information on a wider variety of careers (consistently men) have distinct career advantages. In addition, the opportunity for positive experiences in a career domain promotes self-efficacy and can lead to interest in a field previously not considered. Finally, research shows that opportunities, which influence gender role development, are part of life-long learning - interventions may have an effect on attitudes throughout individuals lives.

In order to measure the long term effects of the GETT Camps, 28 adolescent women who had attended GETT Camp in the mid 1990=s and a control group of 30 adolescent women who had not attended Camp were selected as respondents to a survey on attitudes towards career choices. The survey included questions on whether they would consider trades and technological occupations for themselves, whether they would support their female or male friends in choosing these occupations, and whether they intended to remain in math and science courses throughout high-school.

The results of this study show that attending GETT Camp has a significant positive effect on long-term attitudes toward careers in trades for both self and others. Girls who had attended the Camps were more likely to consider choosing a trades occupation, and were much more likely to support their female friends who were interested in trade and technology careers. Girls who did not attend Camps were likely to support their female and male friends in technology careers, but much more likely to support their male friends in trades careers than their female friends.

As expected by reflecting on current numbers of women in trades occupations, a majority of girls (GETT participants and non-participants) would not select a trades career for themselves (57.14% of GETT participants and 75.86% of non-participants). Although GETT Camps have a significant effect on attitudes to trades, more opportunities to experience and succeed in this career domain are necessary.

Early and continued exposure to opportunities such as GETT Camps are essential.

Finally, this study shows that GETT Camps present a real opportunity for girls to widen their career horizons and to support others to do the same. We believe that a day camp is a relatively small intervention to produce relatively large effects on interest and attitude. Additional and more comprehensive research is needed in order to demonstrate the effects of Camps running across Canada, and to follow these adolescent women as they leave high school and actually begin their chosen careers. And as this program has demonstrated the ability to effect change, there is an immediate need to identify other interventions which can provide adolescent women with opportunities for success.

I. INTRODUCTION

Technology and trades careers offer interesting and challenging employment with good pay and expanding opportunities. Unfortunately women are under represented in both these rewarding areas of work. Women began entering the trades in the late 1970's but now more than twenty years later still less than 3% of apprentices are women. In 1997 there were 284 Secondary School Apprentices in British Columbia - only 5 (1.7%) were females in trades other than hairdressing, baking and cooking. Technologies are perceived by some as more appealing than trades but still adolescent women are not selecting these careers for themselves in the numbers that would be expected given the range of opportunities and variety of work.

Adolescent women=s lack of participation and negative attitudes are due to several factors: a negative attitude to the occupational category, i.e. the perception of trades as dirty, boring, heavy work or mindless; attitudes toward occupations and gender with the acceptance of myths about women=s ability to do trades work and what is Aappropriate@ for them as adolescent women, and the limited opportunities for experience and exposure in a positive, supportive environment to explore trades and trades related skills in order to develop positive attitudes towards them. Simply offering opportunities to adolescent women to enter trades and technical careers will not effect much change in the current situation if these adolescent women have already decided that these jobs are not for them. Attitudes toward trades and technologies need to be addressed if adolescent women are going to consider and then possibly enter these careers.

To actually increase opportunities in these areas for adolescent women, they must be exposed to information and experiences that will effect their attitudes. To have adolescent women make real choices regarding careers requires interventions that will effect their attitudes before stereotypes become set and before opportunities are presented to pursue trades and technology related interests. Intervention must provide accurate information about jobs and must counter negative stereotypes, especially about trades related work. It must also provide a constructive experience, which will encourage an adolescent woman to think of trades and technologies in a positive light.

GETT Camps: Opportunities for Success

Girls Exploring Trades and Technology (GETT) Camps are one intervention, which attempts to take these factors into account through experiential learning. GETT Camps emphasize the development of hands-on tool skills, use tradeswomen as role models and provide information about trades and technology careers including the need to stay in math and science throughout school. All of this is presented in a positive and supportive environment: week long day camps for grade six and seven girls to design and build soap box style go-carts.

Girls Exploring Trades and Technology Camps have been run in British Columbia for four years, and have occurred elsewhere in Canada for a longer period. There is a need to establish program impacts: the effect of Camp attendance on attitudes towards trades and technologies, on math and science course selection in high school and on future career choices.

This study was designed to measure GETT Camp=s lasting effects on girls= attitudes. Does the positive shift in GETT girls= attitudes toward trades and technology evident during the course of the actual Campsremain? Does this shift in attitude translate into more adolescent women selecting trades as a possible career choice? Also, does GETT Camp attendance result in more math, science and technically related applied arts courses being chosen?

Our research hypothesis is that if GETT Camps have a positive effect, the GETT participants would be more likely to consider a trade or technology job for themselves and more likely to support a friend who chose to enter into one of these occupations. We also hypothesized that the GETT girls would take more technically related applied arts courses and more of them would intend to take math and science courses through grade 12.

II. GENDER & CAREER CHOICE: A REVIEW OF THE LITERATURE

Stereotypes of occupational categories as suitable for women or men are still prevalent. While both men and women ascribe positive information to gendered career categories, ndividuals who have more positive information on a wider variety of careers (consistently men) have distinct career advantages. In addition, the opportunity for positive experiences in a specific career domain promotes self-efficacy and can lead to interest in a field previously not considered. Providing opportunity to succeed and personal accomplishment promotes self-efficacy, which in turn promotes interest in and may influence choice of career. Finally, research shows that opportunities that influence gender role development are part of life-long learning: interventions may have an effect on attitudes throughout individual=s lives.

Career choices are affected by sex role stereotypes. Gender difference in career choices and in the process of choosing a career has been long observed and documented ( Betz & Fitzgerald, 1987; Dex, 1985; Mishler, 1985 among others). More specifically, there are gender differences in ascribing desirable characteristics to occupations in career decision-making. A recent study shows a significantly higher number of men ascribe positive characteristics to, and therefore prefer, negotiation, management and supervision tasks, are interested in work using tools, instruments or computers, or in work applying numerical or technical ability. More women than men prefer work providing mental health or community services, prefer to use artistic abilities and want to work in culture or service fields (Gati, Osipow and Givin, 1995).

Individuals who have a greater variety of perspectives in their career exploration have an advantage over those with a limited number of considerations (Oppenheimer, 1966, Bodden, 1970 and others). Furthermore, the number of criteria contained in an individual=s career decision scheme, or Avocational differentiation@, increases when individuals receive positive information about careers they had previously perceived negatively (Parr & Neimeyer, 1994). Clearly, receiving more and positive information about careers leads to more actual choices of career. Yet the most consistent gender difference in occupational choice is vocational differentiation, higher in men than in women (Parr & Neimeyer, 1994). This suggests women are not receiving positive information regarding many occupations.

Career choice is also strongly influenced by feelings of self-efficacy ( Hackett, 1985 and Hackett, Betz, O=Halloran & Romac, 1990). An individual=s beliefs about their performance capabilities are acquired and shaped by information from personal performance accomplishments, vicarious learning, verbal persuasion and emotional arousal ( Bandura, 1986). Of the four factors, personal accomplishments appear to be the factor that is most influential on self-efficacy (Lent, Lopez & Bieschke, 1991). When personal accomplishments are similar, for example in prior course work in mathematics, gender differences in self-efficacy are lower. (Lent, Brown & Larkin, 1984, 1986).

Other research indicates that the effects of gender on self-efficacy are mediated by different efficacy-building experiences for the two sexes, particularly past performance (Lent, Lopez & Bieschke, 1991). Past successful experiences in a particular performance domain may promote self-efficacy; viewing oneself as efficacious enhances interest in that domain; and such interest then motivates further exposure to, and choice of, correspondent educational and vocational activities. Lent, Lopez & Bieschke also identify that these opportunities to succeed should be included in the design of counseling or educational activities for students with low self-efficacy in certain domains.

Finally, Fassinger (1990) found that adolescent women with high ability, liberal gender role attitudes and certain personality characteristics were more likely than their peers to have high levels of career orientation and make more career choices that were science-related, high in prestige and non-traditional for women. Similarly, O=Brien and Fassinger (1993) found that career choices of adolescent women are influenced by their ability, agentic characteristics (such as math efficacy, assertiveness, ambition and career decision-making efficacy), gender role attitudes and their relationship with their mothers. Most importantly, gender role development is a continuing process and the influence of other socialization agents besides parents (e.g. siblings, peers, teachers, and media characters) has been noted (Katz & Ksansnak, 1994). Role models, then, are important sources of effect on career choice, and attitudes towards appropriate careers may be influenced throughout girls and women=s lives.

It is clear from the above research that career choice is influenced strongly by gender roles and stereotypes. Differences can be lowered when information and the opportunity for positive experiences are provided. Successful experiences early in role development can have effects on future career decisions. As indicated by current research, opportunity for success and personal accomplishment must be provided early and be ongoing to provide adolescent women with real choices about their futures.

III. METHODOLOGY

Surveys were conducted with 58 grade 10 and grade 11 students, 28 of whom had attended GETT Camps in the West Kootenays. Telephone interviews were conducted with the complete population of GETT participants born before January 1, 1984 (4 participants were not located). The 30 subjects selected for the study who did not participate in a GETT Camp were randomly selected from surveys completed in a classroom setting. The classroom surveys were distributed in courses not related to the research question - humanities and social studies classes, not trades or career preparation courses. Both groups had similar age and geographic characteristics.

Surveys included twenty-five questions on history of and future interest in math and science courses and attitude toward and interest in careers in trades and technologies. Most questions were closed, with twelve open questions on reasons why they would or would not choose elective subjects, or trades and technology careers for themselves or their friends and their opinion of gender, stereotypes and career choices. See the appendix for full questionnaire.

IV. RESULTS

The following section presents the results of the surveys administered. The tabulated results are shown in tables 1 through 9, expressed in percentages with actual frequencies in brackets. Statistical analysis of the sample and results included chi square, significant at the .001 or .01 level for all tables, and Yules Q to determine the significance of the effect of the independent variable (attendance at GETT Camp) on each dependent variable, and reported by table.

Table 1 presents the percentage of female students who intend to take a mathematics course in grade 12. According to the statistical analysis, the independent variable has an extremely low effect on subjects choosing to take mathematics. Over 78% of GETT participants said they would take math, while with 72.41% of non-GETT participants indicated they would take math in grade 12.

Table 1 Percentage of respondents anticipating attending a non-compulsory mathematics class in grade 12

% attended GETT (number) % not attended GETT (no.)

Total number of non-respondents: 1 Yules Q = .17

As shown in Table 2, GETT participants have more interest in participating in non-compulsory science classes in Grade 12. More than 92% of GETT participants intend to take a science class while 79.31% of non-GETT participants intend to take a science class (a significant effect). Just over seven percent of GETT alumni indicated they would not take science whereas more than twenty percent of non-GETT participants said they did not intend to take a science course in Grade 12.
 
 

Table 2 Percentage of respondents anticipating attending a non-compulsory science class in Grade 12

% attended GETT (number) % not attended GETT (no.)

Total number of non-respondents: 1 Yules Q = .54

Participants were asked to indicate the applied arts courses they had taken. Their responses were divided into trades or technical-related courses or not technical-related. A majority (57.14%) of GETT girls have taken one or more technical applied arts course, as compared to 44.83% of non-GETT girls (shown in Table 3).

Table 3 Percentage of respondents who have taken a technologically-related applied arts course

% attended GETT (number) % not attended GETT (no.)

Total number of non-respondents: 1 Yules Q = .24

Survey participants were asked if they would choose a technical career for themselves. Table 4 shows that while 64.29% of GETT participants indicated they would, seventy percent of non-GETT participants responded affirmatively - a similar and not significant difference. More than 35% of GETT attendees and thirty percent of non-GETT participants said they would not choose a technical career.

Table 4 Percentage of respondents who would consider entering a technological career

% attended GETT (number) % not attended GETT (no.)

Total number of non-respondents: 0 Yules Q = .13

Tables 5 and 6 indicate the percentages of students who would support a female friend and male friend, respectively, if the friend were interested in a technical career. One hundred percent of GETT participants would support both a female friend and a male friend. For survey participants who had not been to GETT Camp, 90% said they would support a female friend interested in a technical job and all (100%) would support a male friend. Ten percent of non-GETT respondents said they would not support a female friend interested in a technical career.

Table 5 Percentage of respondents who would support a female friend interested in a career in technology

% attended GETT (number) % not attended GETT (no.)

Total number of non-respondents: 0 Yules Q = 1

Table 6 Percentage of respondents who would support a male friend interested in a career in technology

% attended GETT (number) % not attended GETT (no.)

Total number of non-respondents: 1 Yules Q = 0

As to the main research question, table 7 indicates the percentage of girls who recorded their potential interest in a trades career. More than 42% of GETT girls said they would be interested in a trades career for themselves, as opposed to 24.14% of girls who did not attend GETT Camp. Negative answers accounted for 57.14% of GETT participants and over 75% of non-GETT participants.

Table 7 Percentage of respondents who would consider entering a trades career

% attended GETT (number) % not attended GETT (no.)

Total number of non-respondents: 1 Yules Q = .4

The levels of support for female and male friends who are interested in trades careers are shown in Tables 8 and 9. Both groups showed a high percentage of support for male friends (96.43% each). For female friends, 100% of GETT attendees would support them. On the other hand, 86. 21% of girls who had not been to GETT Camp would support a female friend and 13.79% would not.

Table 8 Percentage of respondents who would support a female friend interested in a career in trades

% attended GETT (number) % not attended GETT (no.)

Total number of non-respondents: 1 Yules Q = 1

Table 9 Percentage of respondents who would support a male friend interested in a career in trades

% attended GETT (number) % not attended GETT (no.)

Total number of non-respondents: 2 Yules Q = 0
 
 
 
 

V. DISCUSSION

The results of the data analysis indicate that adolescent women are not strongly inclined toward careers in trades or technologies. However, the girls who attended Girls Exploring Trades and Technologies Camps are more likely to perceive trades careers as desirable option for themselves. In addition, the GETT girls strongly support the choices of their friends of careers in trades and technology.

Math and science courses at the grade 12 level are essential for the possibility of entering many technical training courses. Tables 1 and 2 indicate the anticipated levels of participation in mathematics and sciences. The majority of all girls (75.44%) who participated in the survey indicated they intend to take a math course in Grade 12. While attending GETT Camp does not seem to have a large significant effect on math participation, it appears to have a significant and moderate effect on participation in science course selection. GETT girls are more likely to choose a science course in Grade 12 than are girls who did not attend GETT Camp.

The subjects were asked to indicate which applied arts courses they had taken and when. Respondents were not clear as to the definition of applied arts courses; some listed courses taken in all grades and others listed only recent grades. The question did not ask respondents to indicate which applied arts courses were required and which were optional. To address validity concerns, the courses were coded Atechnically related@ (for example, wood working, mechanics, technology) or Anot technically related@ (foods, sewing). The analysis indicates that the independent variable has a significant but low effect. Girls who participated in GETT Camp are more likely to take technical applied arts courses. One adolescent woman who had attended GETT camp indicated that she wanted to take mechanics Abecause I want to have a BIG truck/jeep and want to be able to fix it and work on the engine/body/suspension/brakes/ tranny@.

It is encouraging to note that two thirds of the adolescent women surveyed (67.24%) would consider a technical career for themselves. Of the adolescent women who indicated that they are not interested in pursuing a career in technology, the ones who had been involved in GETT camp seemed to be making more informed choices, as shown in the comment ANot into tech stuff in general, I=d like to learn it for everyday uses but not for career.@. On the other hand, the adolescent women who had not attended GETT camp had more misinformed perceptions of technology careers. ANo because I don=t know any information on them so they don=t look interesting@ or ANo, sound boring and too much physical work@.

When questioned about their support for female friends and male friends considering careers in technology (Tables 5 & 6), there was no difference between the participants and non-participants in whether they would support a male friend in his career choice. However, attending GETT Camp has a very strong effect on whether a young woman will support a female friend who wishes to enter a technical career. Although a high percentage of adolescent women who did not attend GETT Camp would support a female friend, all of the girls who attended GETT Camp would support choice of a technical career. This is one of the major differences found between the two groups.

Results from Tables 8 and 9 (levels of support for female and male friends considering trades careers) reinforce the positive effect of GETT Camp on building a supportive environment for women considering trades and technologies. As with Table 5, Table 8 (level of support for female friends) shows a very strong effect, with 100% of adolescent women who had attended GETT Camp willing to support a female friend who may want a career in trades. One adolescent woman who had not attended GETT Camp thought that she would not support a female friend interested in a trades career because AI think those jobs are all for guys, I couldn=t see a girl doing jobs like that.@ Similar to Table 6, in Table 9 (support for male friends) there is no effect on willingness to support male friends entering trades careers. In general, the adolescent women appear more likely to support friends entering technical careers than trades careers.

As to the main research question indicated in Table 7, the majority of all the girls (66.67%) are not considering a career in trades for themselves. This is troublesome but not unexpected given the rates of workforce participation of women in these fields. However, GETT Camps do have a significant effect on individual girls choosing a career in trades, with 42.86% considering trades careers but only 24.14% of other girls considering a career in trades. Comments such as AI wanted to be a carpenter or mechanic because GETT Camp was so much fun@ show how exposure to trades can have a positive influence. This contrasts with attitudes toward careers in trades such as ANo boring, you get dirty@ or AI don=t think these jobs sound at all interesting@ from those who had not attended GETT Camp.

The majority of adolescent women who participated in the survey had positive attitudes about their right to participate equally in the workforce. For example, when asked their opinion about women working in trades and technology careers, some comments were AIf they want to do it, that=s good. It doesn=t matter what other people think. Don=t be driven off by stereotypes, do whatever you want@ (GETT Camp participant) or AI think that women have just as much ability to perform jobs just as well as men and that given the chance can do almost anything.@ (had not attended GETT Camp). A few comments reveal somewhat of a Abacklash@ reaction: AI feel that if a woman wants to do any job they should, it is totally up to them. This stereotype thing is pathetic@ (did not attend GETT Camp). Some answers showed that stereotypes still exist: ASome masculine jobs involve heavy lifting and noisy tools, women=s jobs seem more attractive@ (GETT Camp attendee) AWomen are usually better at office jobs, Men are usually better with power tools. I wouldn=t trust myself with power tools.@ (did not participate in GETT Camp). Fortunately, most of the remarks showed that the survey participants had a realistic vision of women=s abilities and rights to have careers in trades and technology.

Overall, the data shows that participating in GETT Camp has a significant effect on adolescent women. They are more likely to take science, which could help lead them to enter occupations under-represented by women. They are more likely to consider careers in trades that are highly under-represented by women. Perhaps most importantly, GETT Camp appears to foster a positive, supportive attitude toward other adolescent women who want to enter trades and technology careers. At a time in their lives when peer pressure is an important factor in many adolescent women=s decision-making processes, it is critical to have friends in their environment who have positive regard for trades and technology, and for the ability of women to succeed in them. The results of the research show that GETT Camps in the West Kootenays have had a positive effect on girls attending.

VI. CONCLUSION

Current research indicates that providing information about a wider variety of careers is necessary for adolescent women to have real career choices. More specifically, opportunities to succeed through activities which provide positive experiences increase an individual=s self-efficacy, and may result in a higher rate of participation in future events. GETT Camps are intended to provide opportunities for girls to succeed through experiential learning and hands-on tool skills development. Camps challenge stereotypes by using tradeswomen as instructors and role models, and present information about trades and technical careers in a positive and fun way.

This research was designed to measure whether girls= attitudes toward trades and technology are affected by attendance at GETT Camps. First, the positive shift in attitude evident during the course of the actual Camps was found to be long lasting, evidenced by more adolescent women selecting trades as a possible career choice. In addition, the Camps have even wider effects, through participants being more likely to support their friends in choosing a trades or technical career.

The results show that attending GETT Camp has a significant positive effect on long-term attitudes toward careers in trades for both self and others. In comparing data from two groups, 28 girls who participated in GETT Camp and 30 girls who had not participated, several differences were found. Girls who had attended the Camps were more likely to consider choosing a trades occupation, and were much more likely to support their female friends who were interested in trades and technology careers. They were also more likely to choose science courses in grade 12. Girls who did not attend Camps were likely to support their female and male friends in technology careers, but much more likely to support their male friends in trades careers than their female friends. Clearly the West Kootenay GETT Camps have a positive and significant effect in promoting trades and technology among adolescent women.

Finally, it is our opinion that a day camp is a relatively small intervention that has produced relatively large effects on interest and attitude. Additional and more comprehensive research is needed in order to demonstrate the effects of Camps running across Canada, and to follow these adolescent women as they leave high school and actually begin their chosen careers. And as this program has demonstrated the ability to effect change, there is an immediate need to identify other interventions that can meet the need to provide adolescent women with opportunities for success.

APPENDIX A - Example of Survey Questionnaire

TRADES AND TECHNOLOGY SURVEY (Condensed version)

We are interviewing girls in grade 10 to find out what their experiences are and attitudes are towards several career options. We really appreciate your participation in filling out this survey - it is important to us what you think. DO NOT INCLUDE YOUR NAME - these surveys are confidential and anonymous - so you can tell us what you REALLY think - and not what you think we or your teachers want to hear. PLEASE BE HONEST - you are NOT getting marked on this!!

1. Your School

2. Your Age

3 Your Town

General Math/Science/Course Selection:

4. Which math course are you taking/ have you taken this year? ______________

5. Which math course do you intend to take next year?

Math 11 Math 11 A Introduction to Math 11 Accounting Math

6. Do you intend to take a math course in Grade 12? yes no

Why or why not?

7. Which science course are you taking/ have you taken this year? ______________

8. Which science course(s) do you intend to take next year? (Check as many as apply) Earth Science Biology Chemistry Physics

9. Do you intend to take a science course in Grade 12? yes no

Why or why not?

Which applied arts courses have you taken and when?

Do you intend to take an applied arts course in Grade 11? yes no

12. If you are not taking an applied arts course next year, why not?
 
 

GENERAL KNOWLEDGE about TECHNICAL Careers

13. We are interested in knowing if girls have general knowledge about technical careers - what they are and what you need to get on that career path. Would you say you have :

lots some none don=t know

Does your information come from: (Check as many as apply)

Someone you know - family, friends, etc. who is in a technical career?

Please briefly identify: ____________________________________________

School career preparation class

Applied arts class

Personal interest - hands-on skills from hobbies etc.

GETT CAMP

Other_________________________________________________

14. If you were interested in a technical career, would you know where to get information about it? yes no

We are defining technical careers as skilled jobs working with tools and equipment assessing, planning analyzing and/or repairing things or the natural environment. The training for these jobs is through a college or technical school. Examples are electronics, forestry, laboratory, computer, sound and light, x-ray, environmental planning, recreation, fish and wildlife technicians.

ATTITUDES TOWARDS TECHNICAL CAREERS

15. Would you ever choose one of these careers for yourself?

IF NO, WHY NOT?

IF YES, WHY?

16. Would it be a job you would recommend for a female friend who was interested ?

IF NO, WHY NOT?

IF YES, WHY?

17. Would it be a job you would recommend for a male friend who was interested ?

IF NO, WHY NOT?

IF YES, WHY?

GENERAL KNOWLEDGE ABOUT CAREERS IN TRADES

18. We are interested in knowing if girls have general knowledge about careers in the trades - what they are and what you need to get on that career path. Would you say you have :

lots some none don=t know

Does your information come from: (Check as many as apply)

Someone you know - family, friends, etc. who is in a technical career?

Please briefly identify:

School career preparation class

Applied arts class

Personal interest - hands-on skills from hobbies etc.

GETT CAMP

Other__________________________________________

19.If you were interested in a trade for yourself, would you know where to get information about it? yes no

We are defining trades as skilled jobs building, assembling or maintaining things using hand and power tools, machinery and equipment. The training for these jobs is through an apprenticeship system. Examples are electrician, carpenter, ironworker, mechanic, sheet metal worker, tilesetter, boilermaker, machinist, and millwright.ATTITUDE TOWARDS CAREERS IN TRADES

20. Would you ever choose this career for yourself?

IF NO, WHY NOT?

IF YES, WHY?

21. Would it be a job you would recommend for a female friend who was interested ?

IF NO, WHY NOT?

IF YES, WHY?

22. Would it be a job you would recommend for a male friend who was interested ?

IF NO, WHY NOT?

IF YES, WHY?

23.We are aware of stereotypes about women who are in jobs traditionally held by men. We are also told as Amodern@ girls and women that we can be whoever we want to. What do you really think about these careers as choices for women?
 
 

24. Did you attend a GETT camp? yes no

25. Is there anything else you would like to tell us?

Thank you very much for participating in our survey. If you would like to know more about what we are doing and why we have asked these questions, please contact us at Kootenay WITT: 250-226-7624.

APPENDIX B B GETT Camp Brochure

REFERENCES

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Betz, N.E. & Fitzgerald, L.F. (1987). The career psychology of women. Orlando, FL: Academic Press.

Bodden, J.L. (1970). Cognitive complexity as a factor in appropriate vocational choice. Journal of Counseling Psychology, 17, 364-368.

Dex, S. (1985). The sexual division of work: Conceptual revolutions in the social sciences. New York: St. Martin=s Press.

Fassinger, R.E. (1990). Causal models of career choice in two samples of college women. Journal of Vocational Behavior, 36, 225-248.

Gati, I., Osipow, S. & Givon, M. (1995). Gender differences in career decision making: The content and structure of preferences. Journal of Counseling Psychology 42, 204-216.

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Hackett, G., Betz, N.E., O'Halloran, M.S. & Romac, D.S. (1990). Effects of verbal and mathematics task performance on task and career self-efficacy and interest. Journal of Counseling Psychology, 37, 169-177.

Katz, P. A., & Ksansnak, K. R. (1994). Developmental aspects of gender role flexibility and traditionality in middle childhood and adolescence. Developmental Psychology 30, 272-282.

Lent, R.W., Brown, S.D. & Larkin, K.C. (1984). Relation of self-efficacy expectations to academic achievement and persistence. Journal of Counseling Psychology, 31, 356-362.

Lent, R.W., Brown, S.D. & Larkin, K.C. (1986). Self-efficacy in the prediction of academic performance and perceived career options. Journal of Counseling Psychology 33, 265-269

Lent, R.W., Lopez, F.G. & Bieschke, K.J. (1991). Mathematics self-efficacy: Sources and relation to science-based career choice. Journal of Counseling Psychology 38, 424-430.

Mishler, S.A. (1975). Barriers to the career development of women. In S. H. Osipow (Ed.) Emerging woman: Career analysis and outlooks (p.p. 117-146). Columbus, OH: Charles E. Merrill.

O'Brien, K.M. & Fassinger, R.E. (1993). A causal model of the career orientation and career choice of adolescent women. Journal of Counseling Psychology 40, 456-469.

Oppenheimer, E.A. (1966). The relationship between criteria self constructs and occupational preferences. Journal of Counseling Psychology 13, 191-197.

Parr, J. & Neimeyer, G.J. (1994). Effects of gender, construct type, occupational information and career relevance on vocational differentiation. Journal of Counseling Psychology 41, 27-33.