The US Department of Labor defines non-traditional careers as those careers for which individuals from one gender comprise less than 25% of the individuals employed in each such occupation. While all careers are available to all students, non-traditional careers (jobs that have been traditionally filled by 75% or more of one gender) need to be introduced to all genders of students.
In this film, director Ashley Maria sets a course to achieve something greater and more equitable for women maneuvering a work world built for men.
Having a higher proportion of women in the workplace is linked to greater job satisfaction, while also being linked with less burnout. LiveCareer conducted a survey, and the barriers to more participation by women can be summed up simply: a lack of child and eldercare.
Careers such as nursing and teaching may have been traditionally held by women, but they can be great job choices for men, too.
Women in STEM
This article describes how specific learning environments, peer relations, and family characteristics become obstacles to STEM interest, achievement, and persistence in each developmental period (childhood and adolescence, emerging adulthood, and young-to-middle adulthood).
This study investigates the role of Living-learning programs and other college environments on the professional expectations of women in STEM majors. Findings indicate the importance of interaction with diverse peers in the development of these expectations.
This research highlights the importance of minority women and institutions partnering to create policy changes in order to balance the power in opening new opportunities to establish minority girls and women as an integral talent in STEM recruitment and retention.
According to UNESCO, women account for a minority of the world’s researchers. This study points out the complex problems regarding the participation of women in STEM in Latin America, as well as suggests improvement strategies to attract, access, and guide women in Latin-American STEM Higher Education programs.
The number of women in STEM has increased, but women remain underrepresented in all ranks of administration in academic departments in these fields. This study explores mechanisms of recruitment and hiring processes to promote the hiring of women into tenure-track positions.
Five strategies are offered to spark and maintain girls’ interest in science, technology, engineering, and math, including introducing girls to STEM subjects early and often, connecting girls with mentors in the field, involving community groups and national organizations that support STEM education, and offering access to special STEM programs.
Centers, Government Offices, and Organizations
This organization helps educators close the gender gap for women and girls in male-dominated careers – such as technology, the trades, and law enforcement. It also works with employers to assist them in integrating women successfully into male-dominated workplaces.
The NGCP brings together organizations that are committed to informing and encouraging girls to pursue careers in science, technology, engineering, and mathematics (STEM).
This project provides technical assistance to NYS CTE Programs that sponsor Carl D. Perkins funded programs for nontraditional career options. The website provides resources to support the mission of building a nontraditional workforce through expanded educational and career opportunities for students.
The IAED Mentorship Program was created with the goal to provide mentors to ACTE members interested in IAED and to encourage ACTE members interested in IAED to pursue leadership roles in ACTE.