Dr. William Allan Kritsonis, Dissertation Chair for Frances Worthey, Dissertation Defense PPT.

1
MIXED METHOD INVESTIGATION OF THE
RETENTION AND PLACEMENT OF WOMEN IN
NON-TRADITONAL FIELDS OF STUDY
IN HIGHER EDUCATION
A Dissertation Defense
by
Frances Craig Worthey
Major Professor
William Allan Kritsonis, PhD
PhD Program in Educational Leadership

2
Dissertation Committee
William Allan Kritsonis, PhD
Dissertation Chair

David E. Herrington, PhD
Committee Member

Wanda M. Johnson, PhD
Committee Member

Donald R. Collins, PhD
Committee Member

3
Defense Format
I. Statement of Problem
II. Purpose of the Study
III. Research Design
IV. Instrumentation
V. Subjects of the Study
VI. Pilot Study
VII. Research Questions
VIII. Null Hypotheses
IX. Presentation of Data-
Data Analysis
X. Findings of Study-
Quantitative
XI. Conclusions -
Quantitative
XII. Qualitative Findings/
Interview Support/
Related Literature
XIII. Implications
XIV. Recommendations for
Further Study
XV. End Notes

4
Statement of the Problem
Lack of success among women in non-
traditional careers could be attributed to a
number of factors, including age, marital
and family status, career choice and
extracurricular involvement, and student
support services (Roe, 1994).

5
Statement of the Problem
Research focused on these factors in
conjunction with motivations, barrier
and classroom experiences of the
identified population (Sullivan, 1998).

6
Purpose of the Study
This study examined the factors that
affected the entry and retention of
women pursuing non-traditional fields
of study in higher education and their
placement in a non-traditional
workforce. The results of this investigation
will help administrators provide leadership for
women in non-traditional fields of study.

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Research Design
Explanatory Mixed Method Design
In an explanatory design, the researcher first
collects and analyzes quantitative data, and
then obtains qualitative data to follow up and
refine the quantitative findings (Fraenkel &
Wallen, 2003).

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Instrumentation
Structured Survey
Interview Questions
Survey and interview questions adapted from:
Sullivan, Mary A. (1998). A Qualitative Inquiry
of Women’s Experiences in a Male-
Dominated Vocational Technical College,
Pennsylvania State University.

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Subjects of the Study
 187 Female Students Enrolled in Different
Majors in Non-Traditional Fields of Study
Responded to the Survey
 25 Female Students in Different Majors
in Non-Traditional Fields of Study from
Different Colleges Were Interviewed

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Subjects of the Study
College Majors 0f Respondents
in the Non- Traditional Fields of Study
College Major Frequency Percent (%)
Computer-Related Courses 45 24.07
Advertising Design & Print 23 12.30
Pharmacy Courses 21 11.23
Automotive/Auto Collision 17 9.09
Environmental Health & Safety 15 8.02
Media Communication & Info 13 6.95
Engineering-Related Courses 13 6.95
Culinary Industry 13 6.95
Electrical/Electronics 12 6.42
BioMed Technology 7 3.74
Aircraft Pilot 4 2.14
Landscape Design 4 2.14
Total 187 100.00

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Subjects of the Study-Marital Status
Marital Status Frequency Percent (%)
Married 53 28.3
Single 107 57.2
Divorced 25 13.4
No Response 2 1.1
Total 187 100.0

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Pilot Study
 Survey Given to 20 Females Majoring
in Non-Traditional Fields of Study
(Respondents Not Included in
Regular Study)
 Test-Retest Yielded Reliability
Coefficient of 0.80

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Research Questions
1.What are the reasons why females
choose to enter non-traditional fields
of study?
2.What are the career choices that
affect the retention of females
in non-traditional fields of study?

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Research Questions
3.What are the personal elements
that affect the retention of females in
non-traditional fields of study?
4.What are the institutional factors
that affect the retention of females in
non-traditional fields of study?

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Null Hypotheses
H01:There is no statistically significant
difference in the reasons that affect the
entry of married versus single or divorced
females into non-traditional fields of
study.
H02:There is no statistically significant
difference in career choice between
married versus single or divorced females
who enter non-traditional fields of study.

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Null Hypotheses
H03:There is no statistically significant difference
in personal elements between married versus
single or divorced females who enter non-
traditional fields of study.
H04:There is no statistically significant difference
in the institutional factors between married
versus single or divorced females in non-
traditional fields of study.

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Presentation of Data - Data Analysis
Tabular Presentation
 Categories
 Frequencies
 Percentages
Statistical Computations
 t-test for two (2) independent samples

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Findings of the Study
Research Question No. 1 - Reason for Entering Non-
Traditional Field of Study
1.Non-traditional jobs afford women the opportunity to gain
high-skilled employment.(17)
Responses Frequency Percent (%)
Disagree/Strongly Disagree 3 1.6
Undecided 37 19.8
Agree/Strongly Agree 143 76.5
No Response 4 2.1
Total 187 100.0
Mean Scores:
Married 4.10
Single/Divorced 3.96
t 1.08 * (*Not Significant)
Significance 0.283
Decision: Failed to Reject the Null Hypothesis

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Research Question No.2- Career Choice Affecting
Retention in Non-Traditional Field of Study
2.What society thinks about women in non-traditional
occupations can affect their career choices.(5b)
Undecided 29 15.5
No Response 5 2.7
Total 187 100.0
Mean Scores:
Married 3.46
t -0.11 * (*Not Significant)
Significance 0.913

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Research Question No.3- Personal Element
Affecting Retention in Non-Traditional Field of Study
3.Women who pursue non-traditional occupations are considered
emotionally unstable by men and women who do not support
the idea of changing occupational gender roles.(6)
Undecided 40 21.4
No Response 3 1.6
Total 187 100.0
Mean Scores:
Married 2.54
t -0.48 * (*Not Significant)
Significance 0.630

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Research Question No.4- Institutional Factor
Affecting Retention in Non-Traditional Field of Study
4.Women in non-traditional fields encounter more difficulties in
the classroom environment.(15)
Undecided 43 23.0
No Response 5 2.7
Total 187 100.0
Mean Scores:
Married 3.08
t 0.36 * (*Not Significant)
Significance 0.717

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Conclusions- Quantitative
1. Married, single and divorced women included in the
study had the same standpoint that the main reason
to go into non-traditional education is to gain
employment.
2. The aspect of career choice that the researcher
considered was whether what society thinks about
women in non-traditional occupations can affect
their career choice. Both groups of women gave
similar weight to what society had to say regarding
non-traditional education.

23
Conclusions - Quantitative
3. For personal element, the issue compared was whether women
who pursue non-traditional occupations are considered
emotionally unstable by men and women who do not support
the idea of changing occupational gender roles. People had
similar opinions regarding women regarding their personal
elements, i.e., motivations and behaviors, regardless of their
marital status.
4. For the institutional factors, the issue considered was whether
married women in non-traditional fields encountered more
difficulties compared to the single or divorced group.
Regardless of marital status women may possibly encounter
similar level of difficulties.

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Findings - Qualitative
Females are usually advised by parents to choose traditional
occupational courses (e.g. nursing, teaching, home economics,
etc.).
Undecided 19 10.2
No Response 3 1.6
Total 187 100.0

25
Interview Support
One of the respondents who was in
Instrumentation/Electrical Power Control
stated that: “I was most concerned with what
is best for me and my family…at first
concerned about being the only female in the
class, then came the notion that I can do it”.

26
Related Literature
Choosing a non-traditional career path does have its
price beyond pay alone. For women who tend to be
drawn toward work that is seen as fulfilling, the
drawback is less meaningful work. The labor
involved is frequently more physical than mental;
and outdated yet persistent perceptions about what’s
appropriate for women still linger, influencing the
choices women make (Lowen, 2007).

27
Education and training programs at an early age will encourage
women to enter non-traditional fields of study.
Undecided 35 18.7
No Response 5 2.7
Total 187 100.0

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Related Literature
The classroom environment, retention, and placement
continue to be the focus for improving non-traditional
occupations. Acquisition and application of new skills is
important to the learning process in both the classroom
and work environment. Practice and use of these new
skills at an early period will lend to addressing the
concerns of labor force productivity. All of the
aforementioned myths set the stage early on for young
girls, who nurture these ‘untruths’ and later abort the idea
of seeking the non-traditional path which might have
been directed toward fulfilling their dream (Kerka, 2001).

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Skill shortages in the labor force can be met by the placement of
women pursuing non-traditional fields.
Undecided 30 16.1
No Response 4 2.1
Total 187 100.0

30
Interview Support
A piece of advice given by a Computer
Maintenance major in order for a female to
succeed and fill up the labor shortage was:
“Don’t stress too much, the knowledge will
come to you. Don’t give up, save your money
and keep looking forward to complete your
goal!”

31
Related Literature
Education and training are paramount to
developing strategies for aiding women to
gain access to non-traditional jobs.Developing
strategies for preparing women is troubling at
the national level. Despite 20 years of equity
legislation and programming, many barriers
remain. (Kerka, 2001).

32
Mentoring programs in the workplace can make a difference in
the retention and placement of females in non-traditional
fields.
Undecided 24 12.8
No Response 4 2.1
Total 187 100.0

33
Interview Support
Another female majoring in Electrical Power
Control and Instrumentation had this
experience in her class: “The other students
(male) started making me feel comfortable.
Students and professors did not shut me out.
They encouraged me”. Consequently she did
not even think of dropping out since the male
classmates encouraged her and the boost
kept her going.

34
Women should be given equal opportunity with men for
apprenticeship training in various trades (e.g. carpentry,
welding, drafting, etc.).
Undecided 25 13.4
No Response 4 2.1
Total 187 100.0

35
Interview Support
A female student in Automotive had this
reaction: “The school provides the required
training. Job placement is good. Lots of
resources are there to help you. I want to
achieve my ultimate goal of completing my
education and have a healthy career”.

36
Women who work in the non-traditional areas will encourage
other women to enter into these programs.
Undecided 10 5.3
No Response 3 1.6
Total 187 100.0

37
Interview Support
A female student enrolled in Computer
Network System because her mother
and aunt were also in non-traditional
occupations.

38
In your opinion the physical facilities (laboratory space,
classrooms, lighting, lounge, etc.) available at your institution
are adequate for women in non-traditional education courses.
Undecided 10 5.4
No Response 4 2.1
Total 187 100.0

39
Interview Support
A Web Design major suggests open labs since
she can work in her own space. A Media
Communication and Information Technology
major said this: “Labs are quiet and very
good. I enjoy the work atmosphere”.

40
The support services (teaching aides, library, Women’s Resource
Center, daycare, etc.) available at your institution is
appropriate for women in non-traditional education courses.
Undecided 23 12.3
No Response 4 2.1
Total 187 100.0

41
Interview Support
A respondent with three kids, who was studying
Computer Network System as her major mentioned
this: “My age and being female along with having
been in the workforce for so long made me different.
But the instructors and students were very
respectful. Even the instructors called me ‘Miss’.
They opened the door for me; started watching their
language around me…somewhat of a strain on the
regular way they do things with just men in the
class”.

42
Most school counselors have limited knowledge concerning non-
traditional education courses (e.g. welding, drafting,
electricity/electronics, computer, etc.).
Undecided 58 31.0
No Response 5 2.7
Total 187 100.0

43
Related Literature
Counselors, vocational educators, and case managers
contribute to females’ access to non-traditional
programs and occupations. Since these helping
professionals are involved in providing guidance and
direction, their perceptions and attitudes can
influence a students’ career decision in the selection
of a non-traditional occupation (Burge & Culver,
1990).

44
Lack of training is a barrier that impedes the process for women
entering non-traditional fields.
Undecided 30 16.1
No Response 6 3.2
Total 187 100.0

45
Related Literature
A major issue to be considered when addressing
women joining the labor market is the lack of training.
When women in non-traditional fields enter the
workforce and they have not been adequately trained,
on the job programs will be essential to ensure the
appropriate placement, retention and maintenance of
productive workers. Preparation will enable more
women to become more productive citizens and
contributors to society (Lowen, 2007).

46
Related Literature
Based on the increasing number of females
entering the non-traditional workplace, it is
imperative to address their training needs to
ensure retention and placement of females
pursuing non-traditional fields of study in
higher education. Possessing this ability
allows them to visualize the perfect job then
work to develop the skills to acquire it
(Wenniger, 1995).

47
Implications
The merging of an established environment
comprised of technically-oriented males with an
unenlightened female student population suggests
the need to sensitize campus groups and individuals
to a variety of specifics that include, but are not
limited to gender differences, social and classroom
barriers, specified female needs as they relate to
single-parent demands, and adult learning styles
(Roe, 1994).

48
Implications
Activities to promote student attainment
should be incorporated in career and
technical education curriculum on both
elementary and secondary levels. Taking
the first step is crucial to extending a
welcome and changing the culture
(Kossuth &Leger-Hornby, 2004).

49
Implications
Those administrative leaders responsible
for the retention and placement of
women in non-traditional fields of study
in higher education may consider the
reasons, career choice, personal
elements, and institutional factors that
lead to completion of this pursuit.

50
Recommendations for Further Study
 A study should be conducted with more
colleges that offer non-traditional fields of
study for women, like across the whole
country, to have more comprehensive
coverage.
 A study should be conducted to compare
the status of men versus women in the
non-traditional occupations.

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 A study should be conducted to compare
curricula in several major non-traditional
fields of study for women (examples-
automotive, computer-related courses, etc.)
offered in several colleges.
 A study should be conducted to determine
the placement of female graduates from
colleges that offer non-traditional fields of
study.

52
 A study should be conducted to compare the
career paths of men versus women who get
employed after graduating from specific
non-traditional fields of study.
 A study should be conducted on how
elementary, middle and high schools foster
entry awareness of female students into
non-traditional fields of study.

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Concluding Remarks
Technical education has played a tremendous
part in helping women change employment roles
in today’s society. In an effort to fine their niches
in life, women have expanded their minds and
abilities to perform jobs that were once male-
dominated. With that comes an increase in the
number of women enrolling and completing
studies in non-traditional fields (Roe, 1994).

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Concluding Remarks
All students should be encouraged by society
to explore career options based on their
abilities and interest, not their gender. Taking
the first step is crucial to extending a
welcome and changing the culture. (Kossuth
& Leger-Hornby, 2004).

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Concluding Remarks
“That which cannot change, will not survive.” My friend has had
this plaque on display in her office. The plaque is a rock in which
a fossil was embedded. I have thought about this quote often and
concluded that as much as change is difficult and fearful at times,
it is necessary and should be embraced. For me, graduation from
school, starting a new degree at a new school, beginning a new
job, marriage and having children all represented major life
changes. There are also numerous day-to-day changes in our
lives that can have significant effects on us. It is so important to
be able and willing to accept changes for the benefit of our inner
peace and our personal and professional success (Dever, 2002).

Dr. William Allan Kritsonis, Dissertation Chair for Frances Worthey, Dissertation Defense PPT.

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