Abstract
Purpose. The purpose of this study was to identify the extent of sex segregation the construction and building trades. Methodology. The research design was qualitative, involving a comparison of the experiences and perspectives of female apprentices and journeyworkers with their male counterparts. The research was guided by four research questions, which concerned: (1) access to training and employment, (2) apprenticeship, (3) job and task assignment, and (4) social segregation. The data collection involved teleconferenced focus groups. Thirteen focus group questions, divided among the research questions, were used for data gathering. Responses were parceled out into codable segments and code words were assigned. Codes were placed into natural groupings, considered themes, and used to answer the research questions. Findings and conclusions. The results indicated that sex segregation is substantial in women's upbringing and awareness of opportunities in the trades. However, in access to apprenticeship programs, segregation is virtually nonexistent due to Affirmative Action. Yet, in apprenticeship training, there is substantial segregation, and women experience a hostile environment and difficulty obtaining training. Further, there is substantial segregation in employment. In job and task assignment, there is a fair amount of sex segregation. Women are given jobs and tasks that are different than their male coworkers and denied opportunities to perform challenging tasks. Finally, social segregation exists to a moderate extent. Although women and men socialize with one another, women are not always included when information is shared. Recommendations. Recommendations were made in five major areas, including: (1) offering gender-free education at the high school level, (2) having women's organizations take a more proactive stance by offering mentorship programs and leadership training, (3) encouraging women to more actively participate in their unions, (4) requiring diversity training as well as a sexual harassment curriculum, and (5) monitoring training as well as job and task assignment.