Women Exploring Green and Nontraditional Job Training at the Tennessee Colleges of Applied Technology

Document Type

Dissertation

Degree Name

Doctor of Education (Ed.D)

Department

Curriculum and Instruction

Date of Award

Summer 2014

Abstract

The majority of female students at the Tennessee Colleges of Applied Technology were enrolled in programs of study that were traditional to women. While these programs offered new knowledge and skills, given the rural location of most students, traditional jobs may not be available or provide adequate wages for living. Identifying the societal, socioeconomic, and institutional factors that determined why female students choose specific courses of study may assist administration and faculty in counseling these students toward training programs that, upon completion, will provide higher wages.This study used grounded theory for data collection and analysis. The researcher recruited 19 women volunteers from four Tennessee Colleges of Applied Technology in western Tennessee to participate in the study. Data collection included unstructured interviews, memos, and autobiographical data sheets. Grounded theory analysis of the data included open, axial, and selective coding, with theoretical sampling throughout the analysis process to identify emerging categories and to develop theory.The findings of the study suggest that women are socially influenced by other females, socioeconomically influenced by job history, and institutionally influenced by past education. Women in Tennessee are resilient and have work histories that are nontraditional to female workers, which significantly contribute to the decisions women make in their future job training choices.

Advisor

Madeline Justice

Subject Categories

Curriculum and Instruction | Education | Higher Education

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