Dr. Frances Craig Worthy, PhD Dissertation Defense, Dissertation Chair, Dr. William Allan Kritsonis

8/14/2019 Dr. Frances Craig Worthy, PhD Dissertation Defense, Dissertation Chair, Dr. William Allan Kritsonis

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MIXED METHOD INVESTIGATION OF THERETENTION AND PLACEMENT OF WOMEN INNON-TRADITONAL FIELDS OF STUDY

IN HIGHER EDUCATION

A Dissertation Defenseby

Frances Craig Worthey

Major Professor William Allan Kritsonis, PhD

PhD Program in Educational Leadership



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Dissertation Committee

William Allan Kritsonis, PhDDissertation Chair

David E. Herrington, PhDCommittee Member

Wanda M. Johnson, PhDCommittee Member

Donald R. Collins, PhDCommittee Member



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Defense Format

I. Statement of ProblemII. Purpose of the Study

III. Research DesignIV. InstrumentationV. Subjects of the StudyVI. Pilot StudyVII. Research QuestionsVIII. Null HypothesesIX. Presentation of Data-

Data Analysis

X. Findings of Study-Quantitative

XI. Conclusions -Quantitative

XII. Qualitative Findings/Interview Support/Related Literature

XIII. ImplicationsXIV. Recommendationsfor Further Study

XV. End Notes



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Statement of the Problem

Lack of success among women in non-

traditional careers could be attributed to a

number of factors, including age, marital

and family status, career choice andextracurricular involvement, and student

support services (Roe, 1994).



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Statement of the Problem

Research focused on these factors in

conjunction with motivations, barrierand classroom experiences of theidentified population (Sullivan,

1998).



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Purpose of the Study

This study examined the factors thataffected the entry and retention of women pursuing non-traditional fieldsof study in higher education and theirplacement in a non-traditionalworkforce. The results of this investigation

will help administrators provide leadership forwomen in non-traditional fields of study.


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Research Design

Explanatory Mixed Method Design

In an explanatory design , the researcher first collects and analyzes quantitative data, and then obtains qualitative data to follow up and refine the quantitative findings (Fraenkel &Wallen, 2003).



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Instrumentation

Structured Survey

Interview Questions

Survey and interview questions adapted from:Sullivan, Mary A. (1998). A Qualitative Inquiry of

Women’s Experiences in a Male-DominatedVocational Technical College, PennsylvaniaState University.



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Subjects of the Study

187 Female Students Enrolled inDifferent Majors in Non-Traditional Fieldsof Study Responded to the Survey

25 Female Students in Different Majors

in Non-Traditional Fields of Study fromDifferent Colleges Were Interviewed



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College Majors 0f Respondents

in the Non- Traditional Fieldsof Study

College Major Frequency Percent (%)Computer-Related Courses 45 24.07 Advertising Design & Print 23 12.30Pharmacy Courses 21 11.23 Automotive/Auto Collision 17 9.09Environmental Health & Safety 15 8.02Media Communication & Info 13 6.95Engineering-Related Courses 13 6.95Culinary Industry 13 6.95Electrical/Electronics 12 6.42BioMed Technology 7 3.74 Aircraft Pilot 4 2.14Landscape Design 4 2.14Total 187 100.00



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Subjects of the Study-Marital Status

Marital Status Frequency Percent (%)Married 53 28.3Single 107 57.2Divorced 25 13.4No Response 2 1.1

Total 187 100.0



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Pilot Study

Survey Given to 20 Females

Majoringin Non-Traditional Fields of Study (Respondents Not Included in

Regular Study)

Test-Retest Yielded Reliability Coefficient of 0.80



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Research Questions

1.What are the reasons why femaleschoose to enter non-traditional fieldsof study?

2.What are the career choices thataffect the retention of femalesin non-traditional fields of study?



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Research Questions

3.What are the personal elementsthat affect the retention of females in

non-traditional fields of study?

4.What are the institutional factorsthat affect the retention of females innon-traditional fields of study ?



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Null Hypotheses

H01 :There is no statistically significant differencein the reasons that affect the entry of

married versus single or divorced femalesinto non-traditional fields of study.

H02 :There is no statistically significant differencein career choice between married versus

single or divorced females who enter non-traditional fields of study.



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Null Hypotheses

H 03:There is no statistically significant differencein personal elements between married versussingle or divorced females who enter non-traditional fields of study.

H 04:There is no statistically significant differencein the institutional factors between married versus single or divorced females in non-traditional fields of study.



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Presentation of Data - Data Analysis

Tabular Presentation

CategoriesFrequenciesPercentages

Statistical Computationst-test for two (2) independent samples



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Findings of the Study Research Question No. 1 - Reason for Entering Non-

Traditional Field of Study

1.Non-traditional jobs afford women the opportunity to gain high-skilled employment.(17)

Responses Frequency Percent (%)Disagree/Strongly Disagree 3 1.6Undecided 37 19.8 Agree/Strongly Agree 143 76.5No Response 4 2.1Total 187 100.0Mean Scores: Married 4.10Single/Divorced 3.96t 1.08 * (*Not Significant) Significance 0.283Decision: Failed to Reject the Null Hypothesis



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Findings of the Study Research Question No.2- Career Choice Affecting

Retention in Non-Traditional Field of Study

2.What society thinks about women in non-traditional occupations canaffect their career choices.(5b)

Responses Frequency Percent (%)

Disagree/Strongly Disagree 43 23.0Undecided 29 15.5 Agree/Strongly Agree 110 58.8 No Response 5 2.7 Total 187 100.0Mean Scores: Married 3.46Single/Divorced 3.48t -0.11 * (*Not Significant) Significance 0.913Decision: Failed to Reject the Null Hypothesis



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Findings of the Study Research Question No.3- Personal Element

Affecting Retention in Non-Traditional Field of Study

3.Women who pursue non-traditional occupations are considered emotionally unstable by men and women who do not support the idea of changing occupational gender roles.(6)

Responses Frequency Percent (%)Disagree/Strongly Disagree 96 51.3Undecided 40 21.4 Agree/Strongly Agree 48 25.7 No Response 3 1.6Total 187 100.0Mean Scores:Married 2.54Single/Divorced 2.63t -0.48 * (*Not Significant) Significance 0.630Decision: Failed to Reject the Null Hypothesis



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Findings of the Study Research Question No.4- Institutional Factor Affecting Retention in Non-Traditional Field of Study

4.Women in non-traditional fields encounter more difficulties inthe classroom environment.(15)

Responses Frequency Percent (%)Disagree/Strongly Disagree 72 38.5Undecided 43 23.0 Agree/Strongly Agree 67 35.8No Response 5 2.7 Total 187 100.0Mean Scores:

Married 3.08Single/Divorced 3.00t 0.36 * (*Not Significant) Significance 0.717 Decision: Failed to Reject the Null Hypothesis



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Conclusions- Quantitative

1. Married, single and divorced women included in thestudy had the same standpoint that the main reasonto go into non-traditional education is to gainemployment.

2. The aspect of career choice that the researcherconsidered was whether what society thinks about women in non-traditional occupations can affecttheir career choice. Both groups of women gavesimilar weight to what society had to say regardingnon-traditional education.



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Conclusions - Quantitative

3. For personal element, the issue compared was whether women who pursue non-traditional occupations are consideredemotionally unstable by men and women who do not support theidea of changing occupational gender roles. People had similaropinions regarding women regarding their personal elements,i.e., motivations and behaviors, regardless of their marital status.

4. For the institutional factors, the issue considered was whethermarried women in non-traditional fields encountered more

difficulties compared to the single or divorced group. Regardlessof marital status women may possibly encounter similar level of difficulties.



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Findings - Qualitative

Females are usually advised by parents to choose traditional occupational courses (e.g. nursing, teaching, home economics,

etc.).Responses Frequency Percent (%)Disagree/Strongly Disagree 53 28.3Undecided 19 10.2

Agree/Strongly Agree 112 59.9No Response 3 1.6Total 187 100.0



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Interview Support

One of the respondents who was in

Instrumentation/Electrical Power Controlstated that: “I was most concerned with whatis best for me and my family…at firstconcerned about being the only female in the

class, then came the notion that I can do it”.



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Related Literature

Choosing a non-traditional career path does have itsprice beyond pay alone. For women who tend to bedrawn toward work that is seen as fulfilling, thedrawback is less meaningful work. The laborinvolved is frequently more physical than mental;and outdated yet persistent perceptions about what’s

appropriate for women still linger, influencing thechoices women make (Lowen, 2007).



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Findings - Qualitative Education and training programs at an early age will encouragewomen to enter non-traditional fields of study.

Responses Frequency Percent (%)Disagree/Strongly Disagree 29 15.5Undecided 35 18.7 Agree/Strongly Agree 118 63.1No Response 5 2.7Total 187 100.0



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Related Literature

The classroom environment, retention, and placementcontinue to be the focus for improving non-traditional

occupations. Acquisition and application of new skills isimportant to the learning process in both the classroomand work environment. Practice and use of these new skills at an early period will lend to addressing theconcerns of labor force productivity. All of theaforementioned myths set the stage early on for younggirls, who nurture these ‘untruths’ and later abort the ideaof seeking the non-traditional path which might have been directed toward fulfilling their dream (Kerka, 2001).



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Skill shortages in the labor force can be met by the placement of women pursuing non-traditional fields.




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Interview Support

A piece of advice given by a Computer

Maintenance major in order for a female tosucceed and fill up the labor shortage was:“Don’t stress too much, the knowledge willcome to you. Don’t give up, save your money

and keep looking forward to complete yourgoal!”



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Related Literature

Education and training are paramount todeveloping strategies for aiding women to

gain access to non-traditional jobs.Developingstrategies for preparing women is troubling atthe national level. Despite 20 years of equitylegislation and programming, many barriersremain. (Kerka, 2001).



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Mentoring programs in the workplace can make a difference inthe retention and placement of females in non-traditional

fields.

Responses Frequency Percent (%)Disagree/Strongly Disagree 4 2.2Undecided 24 12.8 Agree/Strongly Agree 155 82.9No Response 4 2.1

Total 187 100.0



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Interview Support

Another female majoring in Electrical PowerControl and Instrumentation had thisexperience in her class: “The other students(male) started making me feel comfortable.Students and professors did not shut me out.They encouraged me”. Consequently she didnot even think of dropping out since the maleclassmates encouraged her and the boostkept her going.



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Women should be given equal opportunity with men for apprenticeship training in various trades (e.g. carpentry,

welding, drafting, etc.).




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Interview Support

A female student in Automotive had thisreaction: “The school provides the requiredtraining. Job placement is good. Lots of resources are there to help you. I want toachieve my ultimate goal of completing my

education and have a healthy career”.



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Findings - QualitativeWomen who work in the non-traditional areas will encourage

other women to enter into these programs.




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Interview Support

A female student enrolled in Computer

Network System because her motherand aunt were also in non-traditionaloccupations.



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In your opinion the physical facilities (laboratory space,classrooms, lighting, lounge, etc.) available at your institution

are adequate for women in non-traditional education courses.




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Interview Support

A Web Design major suggests open labs sinceshe can work in her own space. A MediaCommunication and Information Technology major said this: “Labs are quiet and very good. I enjoy the work atmosphere ”.



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The support services (teaching aides, library, Women’s ResourceCenter, daycare, etc.) available at your institution is

appropriate for women in non-traditional education courses.




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Interview Support

A respondent with three kids, who was studyingComputer Network System as her major mentioned

this: “My age and being female along with having been in the workforce for so long made me different.But the instructors and students were very respectful. Even the instructors called me ‘Miss’.They opened the door for me; started watching theirlanguage around me…somewhat of a strain on theregular way they do things with just men in theclass”.



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Most school counselors have limited knowledge concerning non-traditional education courses (e.g. welding, drafting,

electricity/electronics, computer, etc.).




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Related LiteratureCounselors, vocational educators, and case managerscontribute to females’ access to non-traditional

programs and occupations. Since these helpingprofessionals are involved in providing guidance anddirection, their perceptions and attitudes caninfluence a students’ career decision in the selectionof a non-traditional occupation (Burge & Culver,1990).



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Findings - Qualitative Lack of training is a barrier that impedes the process for women

entering non-traditional fields.

Responses Frequency Percent (%)Disagree/Strongly Disagree 35 18.7Undecided 30 16.1 Agree/Strongly Agree 116 62.0No Response 6 3.2

Total 187 100.0



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Related LiteratureA major issue to be considered when addressingwomen joining the labor market is the lack of training.When women in non-traditional fields enter theworkforce and they have not been adequately trained,on the job programs will be essential to ensure theappropriate placement, retention and maintenance of productive workers. Preparation will enable morewomen to become more productive citizens andcontributors to society (Lowen, 2007).



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Related Literature

Based on the increasing number of femalesentering the non-traditional workplace, itis imperative to address their trainingneeds to ensure retention and placementof females pursuing non-traditional fieldsof study in higher education. Possessing

this ability allows them to visualize theperfect job then work to develop the skillsto acquire it (Wenniger, 1995).



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Implications

The merging of an established environmentcomprised of technically-oriented males with an

unenlightened female student population suggeststhe need to sensitize campus groups and individualsto a variety of specifics that include, but are notlimited to gender differences, social and classroom barriers, specified female needs as they relate to

single-parent demands, and adult learning styles(Roe, 1994).



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Implications

Activities to promote studentattainment should be incorporated incareer and technical educationcurriculum on both elementary andsecondary levels. Taking the first step

is crucial to extending a welcome andchanging the culture (Kossuth &Leger-Hornby, 2004).



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Implications

Those administrative leadersresponsible for the retention andplacement of women in non-traditionalfields of study in higher education mayconsider the reasons, career choice,

personal elements, and institutionalfactors that lead to completion of thispursuit.



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Recommendations for Further Study

A study should be conducted with more collegesthat offer non-traditional fields of study for women, like across the whole country, to havemore comprehensive coverage. A study should be conducted to compare

the status of men versus women in thenon-traditional occupations.



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A study should be conducted to comparecurricula in several major non-traditional fields

of study for women (examples- automotive,computer-related courses, etc.) offered in severalcolleges. A study should be conducted to determine theplacement of female graduates from colleges thatoffer non-traditional fields of study.



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A study should be conducted to compare thecareer paths of men versus women who getemployed after graduating from specific non-traditional fields of study. A study should be conducted on how elementary,middle and high schools foster entry awarenessof female students into non-traditional fields of study.



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Concluding RemarksTechnical education has played a tremendouspart in helping women change employment rolesin today’s society. In an effort to fine their nichesin life, women have expanded their minds andabilities to perform jobs that were once male-dominated. With that comes an increase in thenumber of women enrolling and completingstudies in non-traditional fields (Roe, 1994).



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Concluding Remarks

All students should be encouraged by societyto explore career options based on their abilities and interest, not their gender. Takingthe first step is crucial to extending awelcome and changing the culture. (Kossuth

& Leger-Hornby, 2004).



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Concluding Remarks“That which cannot change, will not survive.” My friend has hadthis plaque on display in her office. The plaque is a rock in which

a fossil was embedded. I have thought about this quote often andconcluded that as much as change is difficult and fearful at times,it is necessary and should be embraced. For me, graduation fromschool, starting a new degree at a new school, beginning a newjob, marriage and having children all represented major life

changes. There are also numerous day-to-day changes in our lives that can have significant effects on us. It is so important tobe able and willing to accept changes for the benefit of our inner peace and our personal and professional success (Dever, 2002).

Dr. Frances Craig Worthy, PhD Dissertation Defense, Dissertation Chair, Dr. William Allan Kritsonis

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