The gender segregated nature of vocational secondary education has received little attention in the stratification literature, despite its consequences for gender differences in labour market outcomes, such as job placement, income, occupational status and access to full-time employment. While previous research on vocational education and transitions into the labour market have employed an institutional perspective, it has also been criticized for being “gender blind” or descriptive in nature.
Recent research has pointed to four institutional characteristics that may be particularly significant for gendered educational pathways. These are 1) the degree of vocationally specific education and training, 2) timing of educational decisions, 3) track differentiation, and 4) opportunity for changing tracks. These characteristics are thought to influence young men’s and women’s career choice, choices which may have long term consequences for their professional development. Furthermore, the structure of the labour market and available welfare state provisions are also thought to have a filter effect on the gendered life courses and, possibly, career decisions of young people.
This project aims at an edited volume on this topic for the publication series Comparative Social Research (Emerald Books). Contributions on the above themes should be theoretically guided empirical studies, preferably comparative by design. Deadline for abstract submission is June 1st 2014.†Selected papers will undergo full blinded peer review, bevor being published in automn 2015.