dc.contributor.author	Adams, Beth K.
dc.coverage.spatial	United States	en_US
dc.date.accessioned	2022-07-28T20:47:53Z
dc.date.available	2022-07-28T20:47:53Z
dc.date.issued	2022-07-26
dc.identifier.other	876CB29C-F62C-00B6-4FCC-4AB5EF730E97	en_US
dc.identifier.uri	https://hdl.handle.net/10428/5584
dc.description.abstract	This study utilized narrative inquiry to examine the experiences of four male teachers to understand conditions supporting or inhibiting girls' participation in gender non-traditional career preparation programs at the secondary level. I expanded on previous literature by highlighting factors influencing recruitment and retention in non-traditional programs by utilizing teachers' stories to describe how they helped their female students find success. The intersection of two primary theoretical frameworks, constructivism, and career development theory, provided a foundation for understanding how personal and school-related experiences influenced male teachers and female students as they interacted in the classroom. Data collection methods included interviews following Seidman's (2013) three interview series, a classroom observation utilizing a climate audit checklist, and the review of several related documents. Data analysis revealed four significant themes, including (1) reinforcing equality with the subtheme of safe spaces, (2) structures supporting equity, (3) femininity accentuating soft skills, and (4) mentoring relationships while cultivating role models. Participants promoted equality and equity in the classroom by ensuring resources were accessible, and the environment was favorable for female students. Additionally, participants confirmed that female students could produce the same results as their male peers regardless of their prior knowledge by differentiating instruction and recognizing the benefits of feminine soft skills, which help female students stand out from their male peers. Participants also worked to develop positive relationships to grow female role models who can encourage the next generation of non-traditional female students, supporting an increase in enrollment and retention in secondary school programs. Keywords: Career Technical Education, Gender Stereotypes, Non-traditional Careers, Occupational Segregation	en_US
dc.description.tableofcontents	Chapter I: Introduction 1 -- Statement of the Problem 3 -- Purpose 5 -- Research Questions 5 -- Significance of the Study 6 -- Conceptual Framework 8 -- Experiential Knowledge 8 -- Theory and Research 9 -- Methodology 10 -- Limitations 10 -- Chapter Summary 11 -- Definition of Terms 12 -- Chapter II: Literature Review 17 -- Occupational Segregation 18 -- Stereotypes and Gender Segregation 20 -- Bias Influences on Gender Stereotypes 22 -- Media Influences on Gender Stereotypes 23 -- Value and Goal Influences on Occupational Stereotypes 25 -- Occupational Stereotypes and Hiring Practices 27 -- Occupational Segregation and Career Education 28 -- Purpose of Career Technical Education 29 -- Career, Technical, and Agricultural Education in Georgia 31 -- Legislation Impacting CTE Preparation Programs 33 -- The Smith Hughes Act of 1917 33 -- The Vocational Education Act of 1963 33 -- Legislation Impacting Women in CTE Preparation Programs 34 -- Amendments to the Vocational Education Act of 1963 34 -- The Carl D Perkins Vocational Education Acts 35 -- Barriers and Strategies for Female Students in Non-Traditional CTE Programs 37 -- Access and Equity 37 -- Academic Proficiency and Support 40 -- Curriculum, Instruction, Culture, and Climate 42 -- Counseling and Career Guidance 46 -- Feedback Model for Program Improvement 49 -- Theoretical Frameworks 50 -- Constructivism 51 -- Career Development Theory 52 -- Liberal Feminism 53 -- Chapter Summary 55 -- Chapter III: Methodology 58 -- Research Questions 59 -- Research Design and Rationale 59 -- Narrative Inquiry 61 -- Participants Selection and Setting 62 -- Participant Selection 63 -- Setting 64 -- Instrumentation and Data Collection 66 -- Interviews 67 -- Observations 68 -- Documents 69 -- Data Analysis 69 -- Issues of Trustworthiness 71 -- Ethical Considerations 74 -- Chapter Summary 76 -- Chapter IV: Participant Narratives 78 -- Research Questions 78 -- Methodology 79 -- Profile of Participants 80 -- Lloyd 80 -- Hunter 85 -- Connor 90 -- Steven 94 -- Chapter Summary 97 -- Chapter V: Discussion of Themes 98 -- Description of Themes 104 -- Reinforcing Equality 105 -- Safe Spaces 108 -- Structures Supporting Equity 114 -- Femininity Accentuating Soft Skills 124 -- Mentoring Relationships and Cultivating Role Models 131 -- Chapter Summary 140 -- Chapter VI: Discussion and Conclusions 142 -- Research Questions: Summary Discussion 145 -- Research Question 1 145 -- Research Question 2 151 -- Research Question 3 158 -- Implications and Recommendations 163 -- Teachers of Female Non-Traditional Career Programs 164 -- CTAE Directors and CTAE State Program Administrators 165 -- Federal Agencies Responsible for CTE Policies 168 -- Students in Non-Traditional CTAE Programs 168 -- Limitations and Delimitations of the Study 169 -- Recommendations for Future Research 172 -- Final Conclusions 173 -- References 181 -- Appendix A: Interview Guide and Questions 204 -- Appendix B: Institutional Review Board Approval 209 -- Appendix C: Participant Consent Agreement 211 -- Appendix D: Climate Audit Checklist 213	en_US
dc.format.extent	1 electronic document and derivatives, 226 pages. 1269190 bytes.	en_US
dc.format.mimetype	application/pdf	en_US
dc.language.iso	en_US	en_US
dc.rights	This dissertation is protected by the Copyright Laws of the United States (Public Law 94-553, revised in 1976). Consistent with fair use as defined in the Copyright Laws, brief quotations from this material are allowed with proper acknowledgement. Use of the materials for financial gain with the author's expressed written permissions is not allowed.	en_US
dc.subject	Dissertations, Academic--United States	en_US
dc.subject	Education	en_US
dc.subject	Educational leadership	en_US
dc.subject	Gender identity	en_US
dc.subject	Occupational segregation	en_US
dc.subject	Vocational education	en_US
dc.title	A Narrative Inquiry of Male Teachers Working with Female Students in Gender Non-Traditional Career, Technical, and Agricultural Education (CTAE) Programs	en_US
dc.type	Dissertation	en_US
dc.contributor.department	Department of Curriculum, Leadership, and Technology of the Dewar College of Education and Human Services	en_US
dc.description.advisor	Tsemunhu, Rudo E.
dc.description.committee	Archibald, James G.
dc.description.committee	Chaumba, Josphine
dc.description.committee	Leech, Donald W.
dc.description.degree	Ed.D.	en_US
dc.description.major	Educational Leadership	en_US