In this paper we aim to understand how the discourse of VET stakeholders (educational administrators, school leaders and vocational teachers) reproduces and/or contests gender-typical occupational practices in VET. Drawing from interviews with VET stakeholders in Estonia, we found that, as a rule, teachers and heads of schools have noticed gender segregation both in society and in the context of their own school. However, it was typically not seen as problematic. While generally holding supportive views on gender balance in occupational fields and challenging gender stereotypes in society, the respondents’ narratives tended to reproduce gender stereotypes via three different strategies: 1) attributing different abilities, dispositions and interests to male and female students and teachers; 2) emphasizing that female students were physically weaker; and 3) evoking the notion of the “breadwinner” to explain and justify why fields occupied by male students and teachers were more paid more. We argue that VET stakeholders in Estonia do not fully acknowledge the gendered nature of VET institutions or their own role in shaping gender ideologies and practices in this context.

中文翻译：

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利益相关者眼中的爱沙尼亚职业教育和培训中的性别隔离

在本文中，我们旨在了解VET利益相关者（教育管理者，学校领导和职业教师）的话语如何在VET中复制和/或质疑性别典型的职业实践。从对爱沙尼亚的VET利益相关者的采访中我们发现，通常，教师和学校负责人已经注意到社会中和他们自己学校中的性别隔离。但是，通常不认为它有问题。在对职业领域中的性别平衡普遍持支持态度并在社会中挑战性别定型观念的同时，受访者的叙述倾向于通过三种不同的策略重现性别定型观念：1）对男女学生和老师赋予不同的能力，性格和兴趣; 2）强调女学生的身体较弱；（3）唤起“养家糊口者”的概念，以解释和证明为什么男学生和教师所占的田地获得更高的报酬。我们认为，爱沙尼亚的职业教育与培训利益相关者并未完全认识到职业教育与培训机构的性别特征或他们在此背景下塑造性别意识形态和实践中的作用。