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DISCLAIMER. The content, logos, graphics, and images in this presentation are the sole property of Utah Career and Technical Education (CTE) in conjunction with the Utah Pathways initiative and the Nontraditional Careers Program.

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  1. DISCLAIMER The content, logos, graphics, and images in this presentation are thesole property of Utah Career and Technical Education (CTE) in conjunction with the Utah Pathways initiative and the Nontraditional Careers Program.

  2. This PowerPoint presentation was prepared by: The Utah State Office of Education, Career and Technical Education Department. Sherry Marchant, Specialistsherry.marchant@schools.utah.gov 801-538-7594 Susan Thomas Kris Dobson

  3. INFORMATION For further information about theCTE Programs in Utah, please go to: www.UtahCTE.org

  4. 1. Historical FACT The Public Policy Objectives of Title IX…

  5. REDUCE REMALE AND FAMILY POVERTY Eliminate bias, stereotyping and discrimination in the pipeline and promote higher wage, higher benefit occupations;

  6. Or Pay equity

  7. 2. Historical FACT TITLE IX. 1972 Education Amendments

  8. “No person in the United States shall, on the basis of sex, be excluded from participation in, be denied the benefits of, or be subjected to discrimination under any educational program or activity receiving Federal financial assistance.”

  9. 3. What is the definition of a nontraditional career?

  10. 3. Definition Any occupation in which women or men comprise 25% or less of its total employment is a nontraditional career.

  11. Activity #1 - Introductions • Have the group divide into pairs. • Give them 2 minutes to ask their partner the questions on the next slide. • Then have the student introduce their partner to the class.

  12. Introductions – Questions: I would like to introduce _______. _______ likes….. When _______ has free time he/she usually…..

  13. IntroductionsQuestions continued: • 4. Some of _______dislikes are….. • 5. The funniest thing that ever happened to _______ was …..

  14. 4. FACT Post high school education opportunities include a1-year certificate, a 2-year associate degree, a 4-year bachelor degree and a professional degree. All are great options for YOU.

  15. Activity #2 – ABC Careers • Divide into small groups. • Have one record keeper write the letters of the alphabet down the side of the page. • Students brainstorm a career that begins with an “A”.

  16. Activity #2 Continued • Continue to identify careers for the rest of the alphabet. • Share ideas with the class. • Cross out on the sheet any careers that others name.

  17. Activity #2 Continued • Circle careers not named by other students. • Points/rewards are given for the careers no one else mentioned.

  18. 5. FACT High school is a great time for YOU to try out a wide range of career pathways.

  19. Activity #3Pictionary Careers • Divide into 2 or 3 teams. • Have a stack of careers written on cards. • One person at a time draws the career and shows it to their group.

  20. 6. FACT It is important to know how you naturally think and learn as you choose a career.

  21. Activity # 4Mind Reading • Write the names of nontraditional careers on cards. • Have each person in the class put a card on their forehead or back.

  22. Activity # 4Mind Reading Continued • Students ask other students questions that can be answered “yes” or “no” to discover their careers.

  23. 7. FACT At UtahFutures.org YOU can find great career information.

  24. Activity # 5 – My Future • Give each student a paper with 4 sections.(Or fold a sheet in 4) • Have students draw a picture of what their future will look like:

  25. Activity # 5My Future continued • in one year • in five years • in ten years • in 20 years

  26. 8. FACT Utah’s divorce rate is higher than the US average*. Both women and men need to be prepared for the workforce. *DWS and UVU Study

  27. Activity # 6Career Plans Interview • Divide the class into two groups(‘A’ and ‘B’ – just down the middle of the room works well.) • Each person in the ‘A’ Group chooses a partner from the ‘B’ Group.

  28. Activity # 6Career Plans Interview • These pairs of students will interview each other.

  29. Activity # 6Career Plans Interview • Each person asks their partner these 5 questions - 1 minute per question! • Then the interviewer becomes the interviewee, and is asks the same 5 questions.

  30. Activity # 6 – Career Plans Interview What is your favorite class? What is the most important thing you have learned so far in that class?

  31. Activity # 6 Career Plans Interview What is your highest area of career interest? Have you developed skills that would help you be successful in this career?

  32. Activity # 6Career Plans Interview What is your dream job? Why?

  33. 9. FACT • The Holland Code is a good way to learn about your personality as it relates to career options.

  34. Activity # 7Dream Job Interview • Have students get into pairs. • Have each student ask their partner about their dream job. • Take 2 minutes for each person’s interview.

  35. Activity # 7Dream Job Interview • After the partner sharing, have students introduce their partner and their dream job to the class.

  36. Activity # 7Dream Job Interview Discussion: Which students have chosen jobs that are nontraditional for their gender, levels of training/experience required for the dream job, etc.?

  37. 10. FACT The Holland Code is a system to classify jobs into job categories, interest clusters, or work personality environments.

  38. 10a. FACT Review the following categories and determine which one/ones you feel you would fit into.

  39. Holland Code Categories Realistic – practical, physical, hands-on, tool-oriented Investigative – analytical, intellectual, scientific, explorative Artistic – creative, original, independent, chaotic

  40. Holland Code Categories Social – cooperative, supporting, helping, healing/nurturing Enterprising – competitive environments, leadership, persuading Conventional – detail-oriented, organizing, clerical

  41. How could knowing your Holland Code category help you chose a career path?

  42. 11. FACT • Nontraditional Careers offer: • Economic self-sufficiency • High wages • Better benefits

  43. 11a. FACT • Job satisfaction broader job opportunities • Advancement potential

  44. 11. ActivityParents’ Jobs Without talking to your neighbor, each student writes their parents’ occupations on a small paper and hands it to the teacher.

  45. 11a. ActivityParents’ Jobs Students fold a ½ sheet of paper in half, then lengthwise and then twice the other way to make 8 spaces.

  46. 11b. Activity – Parents’ Jobs The teacher reads occupations that have been submitted. Students fill in one occupation per square until their paper is full. Invite students to choose occupations of interest to them.

  47. 11c. Activity Parents’ Jobs • Students visit with others to discover who has parents with the various occupations. • Have students sign the space on the paper. • The first one done gets a prize.

  48. 11d. Activity – Parents’ Jobs • Set a time limit. • Then discuss how a parents’ job may influence a students’ career choice.

  49. 12. FACT There are possible barriers for women and men in nontraditional careers. Some of them are:

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