Gender gaps in non-traditional occupations are largely shaped by long-standing social expectations, a lack of visible role models, and bias in education and the workplace. These factors often discourage people from entering careers that don’t match traditional gender roles. According to the National Alliance for Partnerships in Equity (NAPE), addressing these root causes requires strategies such as challenging stereotypes, expanding access to opportunities, and creating more inclusive work and school environments
Root Cause: Academic Proficiency
What the literature says: When women are academically proficient, they are more likely to persist in choosing nontraditional careers. Stereotype threat and lack of training in visual/spatial skills may erect barriers to achievement.
Recommendations and Strategies
- Teach students that ability can be enlarged and expanded.
- Intervene to revise underestimation.
- Provide math camps for girls.
- Identify and assist students who aspire to science and engineering careers but lack academic proficiency.
- Create incentives for taking AP courses.
- Teach visual-spatial skills.
- Use video games that appeal to girls.
Root Cause: Access to and Participation in Math, Science, and Technology
What the literature says: Participation and success in math, science, and technology courses, especially those taught in an equitable and “hands-on” manner, increase the likelihood of women participating in nontraditional careers.
Recommendations and Strategies
- Utilize real-life teaching strategies.
- Kindle and sustain interest in math.
- Make math and science a requirement.
- Make other programs available such as after-school or weekend programs or summer camps.
- Invite, involve, and educate parents.
Root Cause: Curriculum
What the literature says: Essential elements of a bias-free curriculum include: relevancy, inclusive images and text, and hands-on instructional practice.
Recommendations and Strategies
- Foster interest and curiosity, as well as skill, in math and science.
- Provide comprehensive professional development.
- Stress professional development self-assessment.
- Utilize intervention programs for information technology (IT) in formal education.
- Correct bias in curricular and professional materials.
Root Cause: Instructional Strategies
What the literature says: Females prefer learning experiences that they help to design, that are learner centered, and that involve them in a community.
Recommendations and Strategies
- Provide comprehensive pre-service and in-service professional development relating to gender issues.
- Stress professional development self-assessment.
- Utilize intervention programs for IT in formal education.
- Incorporate student experiences in the instructional process.
- Utilize either virtual or hands-on science activities.
Root Cause: School/Classroom Climate
What the literature says: Students who experience a school climate supportive of nontraditional occupations and gender equity are more likely to participate in nontraditional occupations.
Recommendations and Strategies
- Facilitate informal support groups.
- Enforce civil rights and sexual harassment policies and practices.
- Address climate issues.
- Practice inclusive hiring processes.
- Heed recommendations.
- Strengthen support systems and eliminate barriers.
- Schedule students in nontraditional programs in cohorts whenever possible.
- Support nontraditional student clubs and after-school activities. Root Cause: Instructional Strategies
Root Cause: Support Services
What the literature says: Students enrolled in nontraditional career and technical education programs who receive support services are more likely to succeed.
Recommendations and Strategies
- Provide tutoring, childcare, transportation, and tuition assistance.
Contact Information
Adela Meitz, MS LCPC, Workforce Development and Student Resource Specialist
Workforce Development Services
2525 Cabot Drive, Suite 302
Lisle, Illinois 60532
(630) 942-2389
Email: meitza@cod.edu
ICCB Advisory Committee Guidebook