Section 1 - Guide your future

Section 1 Understanding Gender’s Role in Career Guidance

Gender equality is a fundamental goal of modern societies and a key priority within the European Union. Despite numerous policy efforts to close gender gaps in employment and career opportunities, significant disparities persist. ‘’The uneven concentration of different genders in various sectors of the labour market is a persistent problem in the EU. A significant share of workers in education, health and social work identify as women – 3 in 10 (while fewer identify as men – 8%), which are traditionally low-paid sectors. On the other hand, almost a third of men are employed in science, technology, engineering and mathematics (7% of women), which are higher-paid sectors.’’ (European Commission, n.d.-a) These imbalances highlight that achieving gender equality in the labour market is still a distant goal.

The process of career choice begins early in life, often long before individuals formally enter the job market. From childhood, people absorb societal messages about which careers are considered suitable for their gender. These early influences shape their aspirations, interests, and eventual career decisions, reinforcing existing gender divides in the workforce. These deeply ingrained societal beliefs about the roles and abilities of men and women are gender stereotypes. ‘’Gender stereotypes in all spheres of life influence very much people’s choices of work they do and how they can combine it with private life. They are at the root of occupational, sectoral, time and hierarchical segregation between genders.’’ (European Commission, n.d.-a)

Common stereotypes suggest that men are naturally inclined toward technical, leadership, and physically demanding professions, while women are more suited to caregiving, teaching, and administrative roles. These biases are perpetuated through family expectations, education systems, media portrayals, and workplace cultures. As a result, many individuals unconsciously internalize these stereotypes and make career choices that conform to societal norms rather than their true interests and abilities.

Gender stereotypes create tangible barriers to career development. Women may hesitate to pursue careers in male-dominated fields due to a lack of role models or fear of discrimination. Similarly, men may avoid professions traditionally associated with women due to concerns about societal acceptance. These biases contribute to occupational segregation, limiting diversity in various sectors and reducing overall economic and social progress.

‘’It is important to challenge stereotypes at a young age in order to break them. We should also consider how gender stereotypes interact with other forms of prejudice, reinforcing discrimination.’’ (European Commission, n.d.-b)

Career guidance plays a crucial role in challenging these stereotypes and promoting gender-sensitive career development. Effective career counselling helps individuals recognize and question the gender norms that influence their choices. By providing access to diverse role models, encouraging exploration of non-traditional career paths, and fostering a supportive environment, career counsellors can empower individuals to make decisions based on their skills and interests rather than societal expectations.

Furthermore, gender-sensitive career guidance involves training counsellors to recognize their own biases and use inclusive language when advising clients. It also includes developing resources such as self-reflection exercises, bias-awareness workshops, and career exploration tools that help individuals critically assess how gender norms may have shaped their aspirations.

Practical Application

Gender influences career choices and decision-making processes in many ways. Societal expectations, stereotypes, and cultural norms can shape how individuals perceive their own skills and opportunities. Below are key areas where gender plays a role, along with examples and practical applications that you as a career guidance professional can use.

1. Gendered Vocational Choices

Many young learners are encouraged to pursue careers in healthcare, education, or social work, while others are steered toward engineering, technology, and leadership roles, depending on gender norms.
A study (Ruling Our eXperiences, 2024) found that despite having similar math abilities, girls are less likely to choose STEM fields due to a lack of encouragement and confidence.
Boys interested in caregiving roles (e.g., nursing, early childhood education) may face social stigma and fewer male role models.

Use career interest assessments that do not reinforce traditional gender roles.
Introduce students to diverse role models who have succeeded in non-traditional fields.
Encourage exploration of a wide range of professions through internships or mentoring programs.
Use Digital Tool for identifying stereotypes in career decisions.
Use The Co-Creation Model.

2. Barriers Created by Gender Stereotypes

Individuals in fields where their gender is underrepresented (e.g., IT, engineering, construction) may face unconscious bias, fewer mentorship opportunities, and slower career progression due to stereotypes about leadership and technical skills.
Individuals in professions where their gender in underrepresented (e.g., nursing, early childhood education, social work) often experience social stigma, scepticism about their competence, or limited professional support networks.
Workplace policies, such as insufficient parental leave for fathers or gendered expectations around work-life balance, reinforce traditional roles and discourage individuals from exploring careers outside societal norms.

For more on this topic see Section 2: Gender and External Expectations in Professional Life

Connect clients with role models and professional networks that support gender diversity in various fields.
Provide up-to-date labour market information that highlights job opportunities based on skills and demand rather than traditional gender associations.
Encourage clients to seek out employers with progressive policies, such as equal parental leave, flexible work arrangements, and transparent promotion criteria.

3. Decision-Making Processes and Confidence Gaps

Self-perception and confidence levels often differ between genders due to social conditioning.

Research (Coffman, 2024) shows that some individuals tend to underestimate their abilities and hesitate to apply for jobs unless they meet all listed qualifications, while others apply even if less qualified.
Men may feel pressured to choose high-paying or leadership-oriented careers, even if their interests lie elsewhere.
Career breaks (e.g., maternity leave) impact long-term career trajectories, disproportionately affecting women’s professional growth.

Use self-reflection tools to help clients analyse how societal expectations have shaped their career aspirations.
Offer confidence-building exercises, such as mock interviews or public speaking training.
Encourage career planning that considers long-term goals, financial stability, and work-life balance.

Are you using gender-neutral language when discussing career options?
Do you provide diverse role models for different career paths?
Have you addressed unconscious biases in your counselling approach?
Do you challenge gender stereotypes when they appear in career discussions?
Are you encouraging exploration of non-traditional career paths?

Tools and Resourses

1. Self-Reflection Questionnaire: How Has Gender Influenced My Career Decisions?

Objective: Recognize how gender norms have shaped your own career choices.

Read the questions below and answer them honestly. Think about how your family, school, media, and society may have influenced your choices.

• What careers did you perceive as “suitable” for women/men when you were growing up?
• Were you encouraged to pursue specific career paths as a child? If so, which ones and why?

• Did teachers or counsellors encourage you toward particular subjects or fields?
• Have you ever avoided a subject or career path because it didn’t seem “right for someone like you”?

• How have media representations shaped your perceptions of gender and work?
• Have you had role models who broke gender norms in their careers?

• Does your current career choice reflect your true interests, or do you think societal expectations
played a role?
• If gender norms didn’t exist, would you have made a different career choice?

2. Role-Playing Exercise: Challenging Gender Stereotypes in the Workplace

Objective: Develop the ability to recognize and address gender biases in career-related situations.

Read and act out with a colleague the scenarios below and then discuss.

A female candidate applying for a leadership role is asked: “How will you balance family responsibilities with such a demanding job?”
How should she respond? Would a male candidate be asked the same question?

A counsellor advises a girl to consider a “secure and stable career” in education but encourages a boy to pursue an “ambitious and dynamic” career in technology.
How can they express their interest in a different career path?

A male preschool teacher receives comments from colleagues like: “That’s not a typical job for a man!”
How can he respond confidently to such remarks?

3. Checklist: Promoting Gender-Inclusive Career Guidance

Objective: Ensure that your career guidance is free from gender biases and supports individuals in making career choices based on their interests and abilities rather than societal expectations.

Review the checklist below and reflect on your career counselling approach. Identify areas where you can improve gender-sensitive guidance.

Do I present career options in a gender-neutral way, avoiding assumptions about “jobs for one gender” versus “jobs for another”?
Am I aware of my own potential biases and how they may influence my guidance?
Do I encourage all clients to explore a full range of career options, including those in non-traditional fields?
Have I provided examples of diverse role models who have succeeded in various professions, regardless of gender?
Do I use career interest assessments that do not reinforce traditional gender roles?
Am I familiar with current labour market trends, including opportunities in non-traditional career paths for all genders?
Do I challenge gendered assumptions when discussing work-life balance, leadership potential, and career advancement?
Have I created a supportive space where clients feel comfortable questioning gender norms in their career decision-making?
Do I help clients recognize and address potential workplace barriers related to gender, such as bias in hiring, pay gaps, or limited role models?
Have I provided resources or networking opportunities to support clients interested in non-traditional career fields?

GOOD PRACTICE

“Boys Can Do It” - Challenging gender stereotypes in the care professions

Boys’ Days is a career guidance initiative developed in Germany and Austria to address the problem of gender segregation in young people’ educational and career choices. The method is based on the premise that boys should be given the opportunity to explore feminized professions in a positive and non-stereotypical way. As part of the international Boys in Care project, the Slovenian partner, the Peace Institute, carried out a shortened version of Boys’ Days under the title Boys can do it.

The preparation of the event involved several steps:

Schools and nearby educational or social institutions such as kindergartens or retirement homes were selected to participate.
School counsellors and the management teams of the participating institutions coordinated the schedule and content of the event.
Boys from the seventh, eighth and ninth grades (aged 12 to 14) who were interested in careers such as educator, nurse or medical technician were invited to participate with the prior consent of their parents.

The event was conducted through several activities:

The event started with a discussion at school about care professions, including the motivations and expectations of the participants.
The participants visited kindergartens or care homes for the elderly, where they were welcomed by male professionals from these sectors. They watched video presentations, toured the facilities and participated in activities with children or residents.
The boys had the opportunity to discuss their careers, personal experiences and the challenges of working in a predominantly female environment with male professionals.
At the end of the event, the participants completed a questionnaire to reflect on their experiences and the professions they had explored.

The feedback from the boys was positive and informative. They acknowledged that care work is very demanding and requires empathy, communication skills and a genuine desire to help others. They also recognized that these professions can be both physically and mentally demanding. The event helped them to see these professions as possible options for all genders.

The “Boys Can Do It” event successfully challenged gender stereotypes and offered boys valuable learning experiences in feminized professions. The project underlined the importance of gender-sensitive career guidance and the potential to reposition care professions as gender-neutral, socially valuable occupations.

The study also underlined the importance of male role models in these fields. By interacting with male professionals, the boys were able to learn about their careers, which helped them to understand that it is entirely possible for people of any gender to have a successful career in these professions.

Understanding Gender’s Role in Career Guidance

References and Links

Coffman, K. B. (2024). Breaking through the self-doubt that keeps talented women from leading. Harvard Business Review. Retrieved February 20, 2025, from https://www.library.hbs.edu/working-knowledge/breaking-through-the-self-doubt-that-keeps-talented-women-from-leading
European Commission. (n.d.-a). Women’s situation in the labour market. Retrieved from https://commission.europa.eu/strategy-and-policy/policies/justice-and-fundamental-rights/gender-equality/women-labour-market-work-life-balance/womens-situation-labour-market_en
European Commission. (n.d.-b). Career choices and gender stereotypes. End Gender Stereotypes. Retrieved February 20, 2025, from https://end-gender-stereotypes.campaign.europa.eu/career-choices_en
Ruling Our eXperiences. (2024). The Girls’ Index™: Girls & STEM – The Girls’ Index™ Girls & STEM impact report.

Quiz

Understanding Gender’s Role in Career Guidance

What is one of the key reasons for persistent gender imbalances in the labour market?

Men and women naturally prefer different career paths.
Societal messages and gender stereotypes influence career aspirations from an early age.
Women are less interested in leadership and technical professions.
Workplace policies fully support gender equality, so disparities are minimal.

Which of the following is an example of occupational segregation?

A workplace where men and women hold similar roles.
More women working in education and social work, while more men work in STEM fields.
Equal distribution of men and women across all industries.
An employer implementing gender-inclusive hiring practices.

Why might a woman hesitate to pursue a career in a male-dominated field?

What is a common challenge men face when pursuing careers in female-dominated fields?

Which of the following is NOT an example of a gender-sensitive career guidance strategy?

Using gender-neutral language in career discussions.
Encouraging both boys and girls to explore a variety of career options.
Recommending different career paths based on traditional gender roles.
Providing labour market data that highlights opportunities in all fields for all genders.

Answers: B, B, A, B, C