The Pretence of Apprenticeship
Type de matériel :
44
The gendered structure of jobs, and, upstream, of education, suggests that the differentiation of male and female professional insertion processes is linked primarily with the organizing of the labor market. This idea, although undoubtedly indispensable, does not address the question of what it means to learn a job. The example of in-company apprenticeship, a sector in which the gender division is firmly established, shows that beyond the gendered structure of jobs, mental structures exist that deeply shape the way a job is learned. Thus female apprentices tend to look for access to a job and know-how, whereas male apprentices are immediately inserted in a wage-earning relationship, thus minimizing the importance of training. That these socialized mental structures endure even in the case of atypical apprenticeships ( i.e. in fields dominated by the oppposite gender) shows how much they are internalized. It also demonstrates that the absence of direct competition between women and men on the labor market is not enough for the latter to display a benevolent neutrality.
Réseaux sociaux