Abstract
This study explores the formation of occupational narratives by white English adolescent working-class girls as they progress from Key stage 4 onto Level 2 vocational education in English colleges of Further Education (FE). This cohort of young people have historically been neglected by academic researchers, and are consequently, all too frequently, categorised as ‘disadvantaged’ (Burgess & Thomson, 2019), ‘low-achieving’ (Hupkau, et. al., 2017) or ‘transition learners’ (DfE, 2017).As women continue to account for over 69% of low-paid occupations (Women’s’ Budget Group, 2020), predominantly in traditionally female-dominated roles (Jones, 2019), these female-dominated careers must not be seen as lesser occupations but as equal in value when compared to their male-dominated counterparts. In an attempt to contribute new knowledge to educational research in the FE sector, this study considers how the intersection of gender and class may influence white working-class girls to form occupational identities that lead to early entry into female-dominated occupations, instead of progressing onto Level 3 and Higher Education (Field, 2020) or higher paid employment.
To give space to the voices of this group of girls, I have undertaken qualitative research through the lens of a Critical Realism paradigm. The participants of this study were members of Level 2 vocational courses, studying Childcare, Hairdressing or Beauty Therapy, in three FE Colleges. To promote engagement, the girls' autobiographical narratives were documented through the production of 45 visual storyboards and 11 semi-structured interviews. Following a thematic analysis of the findings, this study focuses on the exploration of girls ‘accepting second choices’, ‘being the right girl for the job’ and the role of ‘females as influencers’. Finally it offers up a pedagogical model of ‘bounded-agency’ that can be implemented by careers advisors and educators, to develop a deeper understanding of the factors that affect the formation of occupational identities.
As young people transition from school into the work-place they all deserve access to quality post-16 education that will prepare them for the skills they need to fulfil their ‘dream job’ (Mann et al., 2020) as well as opening doors to opportunities for higher level study. However, this study highlights that neoliberal education policies can lead to increased educational inequities, as free-choice and competition may disproportionately benefit certain groups while leaving others, such as working-class girls, at a disadvantage (Reay, 2017). The findings of this study showed that post-16 lower-level vocational courses are unconsciously perpetuating the tradition of working-class girls leaving education for predestined lower-paid female-dominated professions. Finally, arguing that Further Education should be a place for new beginnings providing career options that challenge preconceived beliefs and offer young people new aspirational career routes not previously considered.
| Date of Award | 4 Feb 2025 |
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| Original language | English |
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| Supervisor | Ann Emerson (Supervisor), Charlotte Morris (Supervisor) & Sukh Hamilton (Supervisor) |