Learning Through Engaging in Women in Trades Introductory Programs

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dc.contributor.advisorJubas, Kaela
dc.contributor.authorSkulmoski, Lukas Kane
dc.contributor.committeememberGuo, Shibao
dc.contributor.committeememberSimmons, Marlon
dc.date2023-02
dc.date.accessioned2022-11-17T16:02:07Z
dc.date.available2022-11-17T16:02:07Z
dc.date.issued2022-11-10
dc.description.abstractFramed by my interest in gender and work-related learning as viewed through a critical realist lens, and using a theoretical framework rooted in the sociological theorizing of Pierre Bourdieu, the case study described in this document examines what 13 participants in a women in trades introductory program (WiTIP) learned through their engagement in the program, and how they related that learning to their prior learning experiences. Analysis of participants’ descriptions of their WiTIP experiences, collected via semi-structured interviews, provides insights into why WiTIPs attendees rarely go on to enroll in apprenticeships upon program completion. Findings indicate that participants found themselves in an adult education program that turned out to be quite unlike what they had hoped for, yet one that still saw them learn a great deal. Though they reported being segregated from the real-life apprenticeship practices going on around them, which reinforced in them the longstanding social idea or, in Bourdieu’s terms, doxa, that women do not, and cannot, embody a skilled trades vocational habitus, their stories also indicate that the emotions elicited by their experiences in the program, many of which were negative, helped them learn a great deal about themselves, adult educational programming, and the broader social world.en_US
dc.identifier.citationSkulmoski, L. K. (2022). Learning through engaging in women in trades introductory programs (Doctoral thesis, University of Calgary, Calgary, Canada). Retrieved from https://prism.ucalgary.ca.en_US
dc.identifier.urihttp://hdl.handle.net/1880/115501
dc.identifier.urihttps://dx.doi.org/10.11575/PRISM/40468
dc.language.isoengen_US
dc.publisher.facultyWerklund School of Educationen_US
dc.publisher.institutionUniversity of Calgaryen
dc.rightsUniversity of Calgary graduate students retain copyright ownership and moral rights for their thesis. You may use this material in any way that is permitted by the Copyright Act or through licensing that has been assigned to the document. For uses that are not allowable under copyright legislation or licensing, you are required to seek permission.en_US
dc.subjectmale-dominateden_US
dc.subjectskilled tradesen_US
dc.subjectwomen-in-tradesen_US
dc.subjectwomen in tradesen_US
dc.subjectfemale apprenticesen_US
dc.subjectapprenticeship capitalen_US
dc.subjectapprenticeship habitusen_US
dc.subjectmanipulation of female apprenticesen_US
dc.subjectmanipulation of women in tradesen_US
dc.subject.classificationEducation--Adult and Continuingen_US
dc.subject.classificationEducation--Sociology ofen_US
dc.titleLearning Through Engaging in Women in Trades Introductory Programsen_US
dc.typedoctoral thesisen_US
thesis.degree.disciplineEducation Graduate Program – Educational Researchen_US
thesis.degree.grantorUniversity of Calgaryen_US
thesis.degree.nameDoctor of Education (EdD)en_US
ucalgary.item.requestcopytrueen_US
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