Factors that Affect Nontraditional Vocational Enrollment Among Women

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Abstract
This study identified the internal (personality) and external (social support) factors that differentiate women who enter male-dominated (Nontraditional) vocational training programs from those who only consider entering such programs (Considereds) and from those who enter female-dominated (Traditional) programs. Four hundred seventy women who were enrolled in California vocational training programs and were stratified on both social class and type of vocational training site completed a self-administered questionnaire covering (1) demographic/family background, (2) social support/encouragement from others, (3) peer experience with nontraditional programs, and (4) personality and sex-role orientation. Results revealed that the student subgroups differed most significantly in the amount of support, encouragement, and discouragement they received from the important others in their lives. Nontraditional students differed from Traditional students primarily in the support of female friends and family members, and from Considereds in encouragement from school personnel. Recommendations are made for steps that can be taken to foster equality of educational opportunity.