Kristoffer Chelsom Vogt
stipendiat
Sosiologisk institutt
Stilling: stipendiat
Telefon: 55 58 91 71
E-post: Kristoffer.Vogt@sos.uib.no
Besøksadresse: Rosenbergsgt. 39
Sosial mobilitet, arbeidsorientering, utdanningsvalg, klasse, kjønn, livsløpsforskning.
Vogt, Kristoffer Chelsom (2007) Gutter i mannsdominerte yrkesfag: valg av utdanning og arbeid. Masteroppgave i Sosiologi. Universitetet i Bergen.
Vogt, Kristoffer Chelsom (2007) Forskeres språkbruk: dominerende perspektiver på utdanning og arbeid. Replikk - tidsskrift for human- og samfunnsvitenskap. Nr 24.
Vogt, Kristoffer Chelsom (2007) Ekte mannfolk i panel? Kronikk, Dagbladet 22.08.07.
Vogt, Kristoffer Chelsom (2008) Er frafall i videregående opplæring et kjønnsproblem? Tidsskrift for Samfunnsforskning, nr. 4, 2008.
Phd. Project. 2008-2012
Project title: Stability and change among men in male dominated manual occupations in Norway: a comparative perspective on gender issues, work orientations and social mobility in two educational cohorts
The scope and research design of the project:
The project investigates the lives and thoughts of men skilled in male-dominated manual occupations. Through exploration of their work-life histories, the project studies differences and similarities between two educational cohorts concerning:
1) social mobility patterns/trajectories (educational, occupational, intergenerational and intragenerational mobility).
2) characteristics of their orientations to work, education and knowledge.
3) how social mobility patterns and orientations to work, education and knowledge interconnect with social class and gender in the two cohorts.
A two-cohort life course research design is applied. The desired outcome of this approach is a historically contextualized understanding of the research questions, or more specifically, an understanding of how a number of historical processes have unfolded in the life and work histories of men skilled in male-dominated manual occupations. The project aims to provide a better understanding of stability and change in the situations and perspectives of these men. Thus, the differences and similarities between the two cohorts constitute the project’s main point of comparison.
The two selected educational cohorts have approximately thirty years between them (born 1948-53 and 1978, skilled 1968-78 and 1998/99). The men are 30/31 and 55-60 years old at the time of interviewing. A postal survey (N:272, rr: 45%) has been administered to the prospective informants. The survey consisted of a set of questions concerning further education, present occupation, family background etc, and provided the means for selecting and recruiting interviewees for the biographical interviews. By march 2010 22 out of a planned 30 biographical interviews have been conducted. The interviews are semi-structured, investigating life and work histories through exploring the past, present and futures of the informants.
The background of the project:
The work orientations of young Norwegian men entering into vocational training have proven to be remarkably stable as far back as research on the subject goes. There is however a need for a sounder understanding of how these seemingly stable work orientations 1) evolve over the life course, 2) are diffused and change between generations 3) have consequences beyond the point of entry into the work force (work life mobility questions), and 4) are connected with class and gender.
The Norwegian labour market is one of the most gender segregated labour markets in the OECD and the chosen occupations are in the most gendered part of the labour market. It is predominantly women who have transgressed the gender boundaries through higher education. In manufacturing and construction, gender patterns have remained stable, Only 1.5 % of employed women are craft or related trades workers (Håndverkere), as opposed to 19.9 % of men (SSB).
Vocational secondary education is the most gender segregated part of the Norwegian education system and the gender segregation here has remained stable. It was for instance not reduced from 1992 to 2002. In 2004 51.8 percent of the students in vocational education were boys, and approximately 70% of these boys attended courses with more than 90 percent male dominance. The branches of secondary education selected in this project are still the most male-dominated, all with at least 95 % male dominance.
Social inequalities in the recruitment to the Norwegian education system have proved remarkably persistent, as is the case in other western countries. Recent research even indicates that social inequalities in the recruitment to higher education are increasing. However, the low social mobility among boys/men with working class backgrounds has not been systematically researched and analyzed. In British research this group has been at the centre of one of the main fields in the sociology of education. Norwegian studies specifically investigating the significance of gender issues for young people’s encounters with the education system, have mainly concentrated on girls/women. More general ethnographic research focusing on gender issues in the working class, have also focused on women. The important findings from British research suggest that gender sensitive research on working class men’s work orientations and social mobility is long overdue in a Norwegian context.