Powerpoint

IT IS YOUR CHOICE!

Can you guess?

NONTRADITIONAL CAREERS

Is there one for YOU?

Definition of a Nontraditional Career

• Any occupation in which women or men comprise 25 percent or less of its total employment.

Why Nontraditional Careers?

• In 2005, 22.4 percent of all females headed households with children under the age of 18 lived in poverty.

• For women, the need for better wages is imperative given the high poverty data regarding women and their families.

• The need for workers (women and men) across the nation exceeds the supply of trained workers available.

Poverty Definition:

For a family of 4:$37,700 is considered

Functionally poor

Division of Workforce Services

Nontraditional Occupations for

Women Occupation Percent

FemaleAnnual Salary

Automobile Mechanics 1.9% $ 38,230

Airplane Pilots/Navigators 5.2% $104,380

Construction Trades 3.6% $ 29,930

Engineers 13.2% $ 72,120

Electronic Technicians 20.2% $ 50,840

Dentists 22.5% $108,340

Architects 24.4% $ 69,760

Bureau of Labor Statistics 2006

Nontraditional Occupations for Men

Occupation Percent Male

Annual Salary

Secretaries 3.1% $39,160

Child Care Workers 5.8% $18,820

Registered Nurses 8.7% $59,730

Kindergarten Teachers 2.3% $47,040

Bank Tellers 15.2% $22,810

Social Workers 17.4% $44,950

Bureau of Labor Statistics 2006

Men’s and Women’s Wages Compared in 2005

• Average wages for occupations for full-time employed women. *

• $28,805

• *Study by National Women’s Law

• Average wages for occupations for full-time employed men.*

• $36,085

Why is there such a difference in earnings?

• Job interests may be in lower paying, traditional jobs.

• Lack of skill preparation in school, i.e. science, math for background understanding.

• Lack of skill preparation post high school.

• Women in the past have thought they would stay home and raise children.

• Additional Ideas?

Nontraditional Pathways for YOUR District

MALE FEMALEBusiness Administrative Support Carpentry Child Development Firefighting Consumer Economics Services Heavy Duty Diesel Family & Human Services Hospitality Services M Interior Design Food Science, Dietetics, & Nutrition Emergency Medical Technician

(EMT) Dental Assisting Utah Pre-Engineering Plan Medical Assisting Automotive Collision Repair Medical Office Administrative Assistant Automotive Service Technician Nurse Assisting Cabinetmaking/Millwork Pharmacy Technician Law Enforcement Surgical Technician Drafting/CAD

Project Lead the Way (National Pre-Engineering Program)

National Nontraditional Occupations for Women

Agriculture

• Farm Worker• Forestry Technician• Groundskeeper• Heavy Equipment Mechanic• Logger• Meat Processor

Skilled & Technical Sciences

• Architect

• Brick Mason/Stone Mason

• Drafter• Building Inspector• Bulldozer Operator• Cabinet Maker

• Crane and Tower Operator

• Electrician• Heating,

Ventilation, AC• House Painter• Insulation Worker• Plumber/Pipe Fitter


• Carpenter/Millwright

• Carpet Layer/Installer

• Concrete Finisher• Roofer• Fire Fighter• Park Ranger• Police Officer

• Audio-Video Engineer

• Broadcast Technician

• Cinematographer• Metal and Plastic

Processing Machine Operator

• Plant & System Operator


• Movie Director• Printing Press

Operator• Telephone

Installer/Tech

• Television Station Mgr

• Amored Car Guard• Baliff• Detective

• Prison Warden• Sheriff• Barber• Mortician• Industrial

Maintenance Technician

• Major Appliance Repairer


• Quality Control Technician

• Robotics Technician• Sheet Metal Worker• Welder• Air Traffic Controller

• Diesel Technician• Furniture Mover• Garage and Service

Station Attendant• Heavy Equipment

Mechanic


• Aircraft Engine Mechanic

• Airline Pilot• Automobile Body

Tech• Automotive Tech

• Taxicab Drive/Chauffer

• Tow Truck Operator

• Truck Drive• Ship Captain

Business

• Chief Executive Officer• Computer Maintenance

Technician• Computer Programmer• Funeral Director• Office Machine

Repairer• Controller• Hotel General Manager

• Manager• Operations

Manager• Parts Sales Worker• Warehouse

Manager

Family & Consumer Sciences

• Executive Chef• Superintendent• High School

Principal

Health Science and Technology

• Biomedical Engineer

• Dentist• Laser and Optical

Technician

Marketing

• Aerospace Engineer

• Civil Engineer• Mechanical

Engineer• Meteorologist• Mining Engineer• Survey Technician

Information Technology

• PC Support Specialist

• Programming Software Manager

• Telecommunication Equipment Technician

National Nontraditional Occupations for Men

Business• Accounting and

Auditing Clerk• Administrative

Assistant• File Clerk• Payroll and

Timekeeping Clerk

• Receptionist• Secretary• Bank Teller• Billing Clerk• Billing, Posting

Clerk

Business

• Court Reporter• Legal

Assistant/Paralegal• Cashier• Fashion

Merchandiser

• Bookkeeper• Financial Records

Processor• General Office

Clerk• Travel Agent

Family and Consumer Sciences

• Child Care Assistant

• Elementary Teacher

• Librarian• Teacher Assistant

• Dressmaker• Librarian• Community Health

Liaison• Social Service Aide

Skilled and Technical Science

• Cosmetologist• Hairdresser

Information Technology

• Data Entry Operator

Health Science & Technology

• Dental Assistant• Dental Hygienist• Diagnostic Medical

Sonography• Dietician• Licensed Practical

Nurse

• Registered Nurse• Medical Records

Technician• Occupational

Therapy Assistant

The Facts

• Both men and women will spend at least 30 to 40 years in the workforce.

• Women who pursue male-dominated careers earn 20 to 30 percent more than those who hold jobs traditionally held by women.

The Facts

• Most women are not able to be full time homemakers.

• There is increased job satisfaction when an individual (man or woman) does what they like rather than what is traditional.

$$$$$$$$

Benefits of Nontraditional Jobs to Women

• Economic self-sufficiency

• Higher wages• Better benefits• Advancement

potential• Job satisfaction• Broader job

opportunities

Benefits of Nontraditional Jobs to Men

• Fulfilling work• Opportunity for

adventure• Broader job

opportunities• Opportunity for

advancement• Job satisfaction

Barriers to Females in Nontraditional Jobs

• Social or cultural expectations

• Lack of support from family, friends, teachers, classmates, or coworkers (harassment or isolation)

• Limited prior experience• Education and training

(lack of math and science prerequisites)

• Females usually directed to traditional occupations

Barriers to Males in Nontraditional Occupations

• Social or cultural expectations

• Lack of support from family, friend, teachers, classmates, and co-workers

• Education and training (males usually directed away from traditional female occupations)

• Salary (low)• Discrimination and

harassment on the job

What do you do in your classroom/program to foster both genders to

enroll?

Strategies to help recruit and retain students

• Provide counselors with information and rigorous training about nontraditional issues.

• Provide teachers with information and rigorous training about nontraditional issues.

• Give interest and aptitude assessments early.

• Work with teachers to meet the needs of nontraditional students.

Strategies

• Partner with community organizations to promote nontraditional careers.

• Teach girls and boys about career options in elementary school.

• Teach girls and boys about career options beginning in the middle/junior high school.

Strategies

• Encourage both boys and girls to enroll in upper level math and science courses.

• Provide nontraditional role models and mentors.

• Encourage school environment to be accepting of nontraditional career choices with speakers and fairs.

• Sponsor nontraditional career fairs.

Strategies

• Offer Pre-technical training opportunities.• Provide varied instructional strategies and

assessments, i.e. cooperative learning, portfolios, picture explanations.

• Do not stereotype students into classes and programs

• Develop brochures, bulletin boards, visuals that show both genders in all program areas

Strategies

• Highlight nontraditional programs that are successful.

• Organize tours of programs and facilities that may encourage nontraditional course enrollments.

• Check visual representation (Textbooks, displays, video, DVD, curriculum, photos, school publicity) for gender bias.

Strategies

• Conduct targeted recruitment – invite students• Encourage peers of the underrepresented gender into classes.• Encourage class members to recruit their

friends into classes.• Invite and involve business and industry

Strategies

• Encourage parental support and influence.

• Help parents provide experiences in the home:

• Problem solving experiences• Blocks• Construction toys• Math routines• Science museums

Strategies

• Dress professionally and in uniforms for career environments.

• Keep shops/labs clean and organized.• Check classroom environments for

offensive materials to either gender.• Help students recognize their abilities.• Create a web site to promote

programs.

More Strategies

• Provide counselors with information and training about nontraditional issues.

• Provide teachers with information and training about nontraditional issues.

• Suggest that interest and aptitude assessments be given early.

• Work with teachers to meet the needs of nontraditional students.

• Partner with community organizations to promote nontraditional careers.

•Match education and workplace needs.

•Identify and group courses within CTE areas of study.•Offer knowledge and skill,

linked to specific degrees or certificates.

• Because people often change careers a number of times in their lifetime, it is helpful to choose a career area of interest rather than one specific career.

• Why? Lay-off, choice, more $$

President Drew Gilpin Faust, photo courtesy of the Deseret News

• First woman president at Harvard University.

Executive Chef Cris Comerford, photo by Martin Simon

• The first woman to run the White House kitchen.

What Does This Mean?

• Being able to choose an occupation without fear of harassment.

• Being able to support the family alone if circumstances require it.

• Encourage males and females to take nontraditional classes.

• Encourage female enrollment in math and science.

• Accept classmates and coworkers because of ability and not judge them by gender.

Most Important Ideas for Today

When people find a career field that they :

• are interest in• have enthusiasm for• have skills sets to offer• have employment opportunities• can make a livable wage

………………..

…….they will be more likely to find a career field that they will enjoy for their lifetime.

Meet an Agriculture Education Student

• Tiffany Clegg, a graduate from North Summit High School, states, "I was not a typical student in high school because I didn't fit into the typical high school activities. Agricultural Education and the FFA gave me a place to belong. As a freshman, my teacher encouraged me to set goals which helped me establish a direction for my life."

Tiffany's family owns Clegg Championship Rodeo, which provides rodeo livestock for many of the amateur rodeos in Utah. Tiffany has always been a part of the family business. Her duties include serving as secretary for each rodeo they contract and helping local communities with public relations efforts, as well as taking care of the livestock.

Many of the skills Tiffany learned in her agriculture classes are used right on the job. Her work has created numerous opportunities to be recognized on the national level. At the 2003 National FFA Convention she received her American FFA Degree, the highest honor the FFA can give one of its members.

Tiffany received a scholarship from the Summit County Farm Bureau, which will help with her plans to continue her education at Utah State University, where she will major in either agricultural education or agricultural communications. Her dream is to work as a commentator at televised rodeo events, carrying on the family tradition in a big way. Eventually, Tiffany would like to be a high school agriculture teacher and FFA advisor, giving back to a new group of kids some of the great benefit that she received from her participation in the CTE agricultural program.

Meet an Information Technology Student

• Katherine Philipp, a graduate of Uintah High School, states, "I became interested in multimedia and career and technical education my first year in high school when I began taking business and computer classes. I enjoyed the learning experiences in the basic word processing and introduction to computer courses, and decided to take more advanced classes my junior year. I knew multimedia was the perfect fit for my passion for design and for my interest in technology and computers."

During senior year, Katherine became more involved with multimedia as part of a team that helped build an interactive touch-screen kiosk application for the museum in Vernal, Utah. The multimedia classes she took in high school are what influenced her to pursue a degree in the area of information technology. Katherine attended Utah Valley State College and graduated with one of the first bachelor of science degrees in multimedia. While going to school, she was hired to operate the productions on the jumbotron show for the Utah Grizzlies hockey games, where she learned how to operate the Chyron graphics generator.” Currently, Katherine is doing an internship with the Disney College Program at Walt Disney World in Orlando, Florida. Her internship is with the Magic Kingdom Communications Coordinators office.

Meet a Trade and Technical Student

• Amelia Mitchell, a graduate of Timpview High School, says her interest in the automotive industry began in high school when she was a class assistant to the auto teacher and found she liked talking to the guys in the class about off-roading and four-wheeling. “I picked up lots of knowledge by being around them and correcting tests," she said. It was then that Amelia decided to take a beginning automotive class during her senior year.

• Amelia became involved in Skills USA, formerly VICA - Vocational Industrial Class of America, where in high school she was state president and continued to be involved in Skills USA throughout college. In her senior year, Amelia entered an automotive competition, sponsored by Weber State University, and scored among the top three students in her high school winning a trip to Long Beach, Calif., to attend the Grand Prix and tour the Toyota facility.

• Amelia then entered college to pursue a degree in the automotive technology. She recently earned a bachelor’s degree in automotive technology from Weber State University. As a result of her leadership, involvement and success in Skills USA, her persistence in pursuing a career in a traditionally dominate male field, along with achieving a 3.83 grade point average, prior to graduation, seven high profile automotive companies vied to hire her including General Motors Corp., Ford Motor Co., Honda Motor Co., Toyota Motor Corp., Sherwin-Williams Automotive Finishes Corp., Harley-Davidson Motor Co., and Caterpillar. After serving a summer internship at Toyota and two internships with Caterpillar, Amelia accepted a position with Caterpillar beginning at $53,000 per year as a marketing representative specializing in truck-engine service.

Meet a Health Science and Technology Student

• Joel Arvizo, a graduate of Ogden High School, states, "As a young adult graduating from high school, I affirmed my decision to pursue a post-baccalaureate education and become a doctor of medicine. Health sciences education was an important aspect of my educational development because it allowed me to bring together the world of academia and the world of technology education. My decision to pursue a career in medicine was because of my broad introduction to the health care field in high school and because of the support I received in the health sciences curriculum."

Joel’s experiences with health science education gave him the opportunity to speak to health care professionals, to see, hear, and experience what they do in their chosen health careers. Health sciences education was a rewarding experience for Joel at the secondary education level and continues to be rewarding as he pursues a college education. CTE helped Joel realize that he can accomplish all his goals and aspirations in life. Joel is the past Utah State and National HOSA president, is attending the University of Utah (majoring in health promotion and education), and is a pre-medical student.

• For more information, please contact:

Sherry Marchant, Career and Technical Education [email protected]

mailto:[email protected]