Beyond the Brochure: Strategies to Improve Nontraditional Core Performance Indicators

1. Beyond the Brochure: Strategies to Improve Nontraditional Core Performance Indicators Office of Career and Technical Education February 6, 2012

2. Contact Information: Jacqueline Dannis, Research Consultant dannisj@michigan.gov 517 (335-1066) Norma R. Tims, Title IX and Civil Rights Review Coordinator timsn@michigan.gov (517) 241-2091 Office of Career and Technical Education Michigan Department of Education P.O. Box 30712 Lansing, Michigan 48909

3. Presentation Goals Define Non-traditional student Understand how 6S1 and 6S2 CPI’s are computed Explore barriers to participation in nontraditional career training Explore factors that support nontraditional career training success

4. Five Minute Activity Challenge Game

5. Nontraditional Student A secondary or postsecondary student enrolled in a career training program leading to occupations or careers in which 25% or less of the persons usually employed in that occupation or field of work are of their gender.

6. Sex Segregation in CTE FACT: In Michigan secondary CTE programs, Female students are still the majority of students in traditionally “female” courses (health care, child care, cosmetology) and the minority in nontraditional clusters (Transportation, Distribution, Logistics; Manufacturing; Architecture & Construction; STEM)

7. And this is a problem because…. In the thirty-eight years since the enactment of Title IX, high school CTE remains as sex segregated as it was when the law was passed!

8. And furthermore The traditionally “male” dominated occupations or fields of work offer higher lifetime earnings, opportunities for advancement, and a degree of security and self-sufficiency not possible in most of the traditionally “female” occupations.

9. Core Performance Indicators A requirement of Perkins Funding Legislation to measure participation and completion of students of the nontraditional gender in CTE programs.

10. 6 S1 Nontraditional enrollment Numerator: Number of students of the underrepresented gender enrolled Denominator: Total number of students enrolled Results indicate the number of students of the underrepresented gender

11. 6S2 Nontraditional Completion Numerator: Number of students of the under represented gender who complete the program. Denominator: Number of students of the under represented gender enrolled Results indicate the number of non-traditional enrollees who complete

12. Overt Barrier: Discrimination • Gender disparity begins at the point at which students select a specific area • Influences include: • Stereotypes • Gender-based discrimination

13. Stereotypes Different treatment by guidance personnel Steering Discourage (or lack or encouragement) Recruitment Lack of pro-active efforts to recruit females Lack of visible role models Male pronoun use exclusively in materials/media

14. Impact of Stereotypes Aspiration and Decisions Stereotypic Beliefs http://www.youtube.com/watch?v=jwviTwO8M8Q

15. Sexual Harassment in CTE Pervasive and overt: “Cat calls”, sabotage of projects, fondling, etc. No female bathrooms or changing area Pin-ups, calendars with suggestive pictures, etc. Requirements: weightlifting or strength tests Sexual gestures, suggestive language Retaliation for complaints of sexual harassment Exclusion by other students , lack of ”friendship” Boys monopolizing equipment or teacher time

16. Subtle Harassment Powerful in deterring female students Girls are not strong enough She is enrolling to get a boyfriend She is too cute to take … Girls don’t know anything about … She must be a “Dyke” if she is interested in…. Tolerance of inappropriate language, remarks Subtle messages that girls are not welcome Peer Pressure Parental Concerns about sexual harassment

17. Other Potential Barriers Lack of knowledge or familiarity with area Lack of experience with tools Family objections (especially father) Pressure from friends Femininity ideals /gender identity Lack of role models Insufficient career exploration Media messages

18. Strategies: Recruitment • Early unbiased career exploration activities for all students • Exploration of interests and abilities links to career fields • Role Models of under represented gender • Gender neutral posters, brochures, illustrations • Recruit “groups” • Targeting • Opportunities to try it out (hands on projects)

19. Strategies: Retention • Schedule in same section • Support groups • Mentor (same gender) from field • Gender “Fairness” in programs • Appropriate tools, uniforms, etc. • Enforced harassment policy • Consideration of learning styles

20. Strategies Completion • Monitor progress • Encouragement • Intern/WBL with same gender • Exit interviews with “leavers”-use information gained • Credit recovery if needed • Peer support • Same-gender alumni experience

21. Strategies Increase Equity Control the message Communicate clear performance standards Hold gatekeepers accountable for gender disparities

22. Questions?

23. Contact Information: Jacqueline Dannis, Research Consultant dannisj@michigan.gov 517 (335-1066) Norma R. Tims, Title IX and Civil Rights Review Coordinator timsn@michigan.gov (517) 241-2091 Office of Career and Technical Education Michigan Department of Education P.O. Box 30712 Lansing, Michigan 48909