Soderquist Weatherby, Lisa
(2023)
Interpreting Inclusivity in Male-dominated Apprenticeship Classrooms.
Doctor of Education thesis, University of Liverpool.
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Abstract
Abstract Interpreting Inclusivity in Male-dominated Apprenticeship Classrooms Lisa Soderquist Weatherby This research aims to illuminate the experiences of women in male-dominated apprenticeship programmes to inform faculty practices that support inclusivity in these classrooms. The purpose of the study is to address concerns expressed by former apprenticeships students. According to the literature, women in male-dominated workplaces experience discrimination and implicit gender bias, a gendered environment, and sex-based harassment. The literature also reveals that the work-place environment is mirrored in male-dominated apprenticeship classrooms, making them non-inclusive for women. This research contributes to literature focused on the classroom experiences of women in male-dominated apprenticeships. Using a qualitative methodology informed by interpretive phenomenology, this study employs Benner’s (1994) approach to interpretive phenomenology to develop a research design A theoretical perspective of post-structural feminism is also used to inform methodology through feminist research praxis and provides perspective to the discussion of the research findings and proposed solutions. The data collected is both a background statement from participants to provide context to the interpretation of their classroom experiences, and a semi-structured interview to gain an understanding of the lived experience in the classroom. Data analysis consists of the interpretation of paradigm cases, themes, and exemplars as per Benner (1994). Appropriate action was taken to protect the identities of the institution and the participants. The findings indicate that faculty behaviours such as setting expectations for the class regarding inclusivity, practicing teaching immediacy behaviours, and support from male classmates as part of a community of practice are experienced as inclusive by participants. Alternatively, sexist comments, the use of male pronouns, social exclusion, the requirement to prove oneself, and the establishment of learned coping behaviours indicate a non-inclusive environment for participants. Two significant correlations also add insights to the literature. First, that all non-inclusive experiences can be connected to microaggressive behaviours, which can be further interpreted from the post-structural feminist perspective as the language through which a non-inclusive discourse is enacted. Second, all the participants described a background or upbringing in male-dominated environments and it can be argued that this prior experience has enabled them to be successful in a non-inclusive environment. To inform teaching practices, a pedagogical model from post-structural feminist pedagogy explained by Tisdell (1998) is developed, which is adapted for inclusivity in apprenticeship classrooms. The model represents a pedagogy that can address non-inclusive behaviours including microaggression in the classroom, as well as further support teaching immediacy and a community of practice. It provides new solutions to the challenges faced by women in male-dominated apprenticeship classrooms.
| Item Type: | Thesis (Doctor of Education) |
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| Divisions: | Faculty of Humanities and Social Sciences |
| Depositing User: | Symplectic Admin |
| Date Deposited: | 11 Aug 2023 14:41 |
| Last Modified: | 11 Aug 2023 14:41 |
| DOI: | 10.17638/03171033 |
| Supervisors: |
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| URI: | https://livrepository.liverpool.ac.uk/id/eprint/3171033 |
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