2016 Annual Conference

Given the changing needs and opportunities for American workers, workforce development programs that support diverse learners are increasingly necessary. We present applications of Feminist Theory to the creation of more inclusive workforce programs, including practices and approaches to help increase enrollment and overall completion rates for women and diverse learners.

This session is relevant to adult educators, advisors, directors, program developers, campus recruiters, and administrators working at institutions of higher or continuing education with existing workforce and trade programs and who wish to better support new adult learners or expand current programs. This session will also be helpful to individuals seeking innovative practices and approaches to create more inclusive workforce programs and attract more women and diverse learners into these programs.

Feminist Theory incorporates the concepts of care and safety in adult learning. Care is not associated with stereotypical feminine values, but rather is a collaborative effort to benefit society. Safety, in the context of feminist pedagogy, provides space for non-dominant voices to be heard and validated without fear of retribution. Both of these values and corresponding practices reinforce and provide innovative opportunities for workforce programs to be more inclusive of women.
We will present, through the lens of feminist pedagogy, different practices and approaches to enhance the inclusion of women in workforce and trade programs and the impact that such practices can have on the overall success of these programs. Specifically, we will present how these approaches will help better serve and contribute to the participation of women in traditionally male-dominated fields, like welding.
Considering the demand for workforce personnel and the current gender gap in workforce and trade programs in higher and continuing education, more inclusive approaches in the development of workforce programs are a pressing concern. In recognition of this concern, we will present specific strategies based on theoretical perspectives, while using workforce programs from a large community college as a concrete example bridging theory and practice.