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dc.contributor.authorSandell, Amanda C.en_US
dc.date.accessioned2014-03-14T21:50:17Z
dc.date.available2014-03-14T21:50:17Z
dc.date.issued1987-10-05en_US
dc.identifier.otheretd-11202012-040046en_US
dc.identifier.urihttp://hdl.handle.net/10919/45889
dc.description.abstract

Historically, vocational education has been sex-typed by program area, following patterns in the work force. Increasing enrollments and employment of females and males in fields traditionally dominated by the opposite sex is one of the goals of vocational educators. In order to do this, vocational educators need to understand the individuals who now choose nontraditional programs and why they make the choices they do. Two questions guided this study: l. How do high school students come to make the decision to enroll in vocational programs nontraditional for their sex? 2. How do these students think about their current training in relation to their future plans?

en_US
dc.format.mediumBTDen_US
dc.publisherVirginia Techen_US
dc.relation.haspartLD5655.V855_1987.S262.pdfen_US
dc.subjectSex roleen_US
dc.subject.lccLD5655.V855 1987.S262en_US
dc.titleProfiles of secondary vocational students enrolled in programs nontraditional for their sexen_US
dc.typeThesisen_US
dc.contributor.departmentCurriculum and Instructionen_US
thesis.degree.nameMaster of Artsen_US
thesis.degree.levelmastersen_US
thesis.degree.grantorVirginia Polytechnic Institute and State Universityen_US
dc.contributor.committeechairEisenhart, Margaret A.en_US
dc.contributor.committeememberBrown, Catherine A.en_US
dc.contributor.committeememberBurge, Penny L.en_US
dc.contributor.committeememberShrum, Judith L.en_US
dc.identifier.sourceurlhttp://scholar.lib.vt.edu/theses/available/etd-11202012-040046/en_US
dc.date.sdate2012-11-20en_US
dc.date.rdate2012-11-20
dc.date.adate2012-11-20en_US


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