Research on how girls choose their career reveals that they do not make the same choices as boys. Despite a university registration rate of 57.7%, for the 2003-2004 school year, in Canada (Statistics Canada, 2005), girls and women are not very interested in non-traditional occupations for women, for example: technology, mathematics, computer science, sciences, and engineering (Deschênes, 2002; Collini, 2003; Gaudet, 2005). Studies mention that guidance counsellors have a responsibility to equip themselves with intervention models, which will increase their own awareness and better prepare them to guide girls and women. This talk will present research results that, based on the Spain et al. (1994) model, try to answer the following questions: Do guidance counsellors know the trades and professions that are non-traditional for girls and women? How do they help or guide girls and boys? Do they have the same type of influence on the girls as they do on the boys?
|Keywords:||Education of Women, Social Justice, Equity in School, Training Guidance Counsellors, Feminist Education|
Secondary Education and Counselling, Université de Moncton, Moncton, New Brunswick, Canada
Student, Secondary Education and Counselling, Université de Moncton, Moncton, Nouveau-Brunswick, Canada
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