2016 Annual Conference

The purpose of this study was to understand the reasons the four female participants decided to pursue electrician technician training, their perspectives of the apprenticeship program, their perceptions of successful employment in a male-dominated occupation, and differences in treatment based on their gender.

Target audience are adult educators with a focus on gender equity in the workplace learning and development within the technician (level one STEM) career pathway education programs.

The lack of access to male-dominated occupations has limited females to employment in low-wage and familial role occupations (Catalyst, 2013; Institute for Women’s Research Policy, 2013). The construction industry sector has employed females in different occupations over the past years. According to the U.S. Department of Labor, Women’s Bureau (2013), at the professional level in the construction industry sector, 9% of managers were females, and so were 10% of executive officers, and 5% of corporate boards (Catalyst, 2013). At the technician level in the construction industry, less than 6% were females (U.S. Department of Labor, Women’s Bureau, 2013). Catalyst (2013), the Institute for Women’s Policy Research (2013), and the U.S. Department of Labor, Women’s Bureau (2013) reported in 2012 the percentage of females who were electrician technicians was 6%, but only less than 1% of the female electrician technicians were able to obtain continuous employment as an electrician technician. According to Eisenberg (1998, 2011) and Moccio (2009), the slow progress of female electricians in the construction industry was further delayed by the male culture that existed in trade occupations, which perpetuates the masculine culture in electrician technician occupations (Bennett, 2005; Denissen, 2006, Moore & Gloeckner, 2007; Whittock, 2002).