Navigating Gender in Dual Education: Comparative Insights Into Access, Learning, and School‐to‐Work Transitions

ABSTRACT This article compares gender disparities in access, learning outcomes, and school‐to‐work transitions (STWT) among dual Vocational Education and Training (dVET) apprentices in Mexico. Drawing on data from a longitudinal research project, the study includes in‐depth interviews with 60 apprentices, conducted at the start of dVET and after graduation. The qualitative analysis compares apprentices' opportunities by gender and field of study, distinguishing between traditionally male‐ or female‐dominated areas. The findings reveal significant gender differences in access to dVET highlighting the critical roles played by family and teacher support, as well as peer information. Additionally, the analysis indicates that female apprentices in male‐dominated fields face disadvantages with gender‐related stereotypes persisting in both educational and workplace environments. Moreover, STWT results suggest that male apprentices experienced greater advantages in fulfilling their expectations. Our results contribute to the broader discussions on gender, equality, and inclusion within comparative dVET studies, emphasizing the need for targeted interventions.