Congratulations to Donna Bridges, Elizabeth Wulff, Branka Krivokapic-Skoko, and Larissa Bamberry on this well-deserved recognition.
In a powerful affirmation of the importance of gender equity in vocational education, the Women in Trades Team, comprising from the School of Social Works and Arts, Assoc Prof Donna Bridges, Dr Elizabeth Wulff; from the School of Business, Prof Branka Krivokapic-Skoko, and Assoc Prof Larissa Bamberry, has been awarded the prestigious Unsolicited Paper of the Year 2024 by the Journal of Vocational Education and Training. Their groundbreaking article, “Girls in trades: tokenism and sexual harassment inside the VET classroom”, has been hailed by the Editorial Management Committee as “a substantive paper with strong empirical base on an issue that is not researched enough.”
This accolade marks the second consecutive year the team has received top honours for their research. In 2023, they were awarded the Nevile-Plowman Prize for Best Article 2022 for their paper, “Inequality regimes in male-dominated trades: What role do apprenticeship intermediaries (GTOs) play”, a testament to their sustained commitment to illuminating the structural barriers faced by women in trades.
Building on a Legacy of Impact
This latest award builds on the team’s growing legacy of impactful scholarship. Their 2022 paper on inequality regimes and the role of Group Training Organisations (GTOs) offered a nuanced analysis of how apprenticeship intermediaries can either reinforce or challenge gendered norms in trades. Together, these two papers form a compelling body of work that interrogates the structural and cultural dimensions of gender inequality in vocational education.
What sets the Women in Trades Team apart is their collaborative approach to research. Each member brings a unique lens, spanning sociology, education, gender studies, and organizational theory, that enriches the analysis and ensures that the research is both theoretically grounded and practically relevant. Their partnership exemplifies the power of interdisciplinary collaboration in tackling complex social issues.
“We are passionate about this research, but we also draw on this research in our subjects in employment relations, gender in society and the sociology of work, and the research also informs our practice in the classroom.”
Looking Ahead
As the team continues to push boundaries and challenge norms, their work serves as a beacon for educators, policymakers, and industry leaders committed to creating more inclusive vocational pathways. The recognition from the Journal of Vocational Education and Training is not just a celebration of academic excellence, it is a call to action.
To truly transform VET into a space of opportunity for all, we must confront the cultural and institutional practices that marginalize women. This means investing in gender-sensitive training, fostering inclusive classroom environments, and holding institutions accountable for addressing harassment and discrimination.
The award-winning article, “Girls in trades: tokenism and sexual harassment inside the VET classroom”, is available to read here. It offers a compelling and accessible analysis that will resonate with educators, researchers, and advocates alike.