Deeply entrenched attitudes in families, schools, and society regarding what jobs constitute “man’s work” and “woman’s work” have a pervasively negative influence on women who might otherwise form an interest in the skilled trades and actively pursue this interest. One of the most commonly reiterated barriers to women is the “sex-typing” of occupational streams; in simpler terms, this term refers to prevailing societal
and individual attitudes as to what constitutes “men’s work” and “women’s work” (Kerka, 1999; SPR, 2002; WITT-Alberta, 2000; 
). The notion that trades work is gendered—particularly for trades in which women have been traditionally under-represented—affects the attitudes of not only women who may be good apprenticeship candidates, but those of others who have an important influence on career and training decisions of young women.
These gendered perceptions of trades can result in the self “de-selection” of women from these occupations (Dancey, 2002) either because women are discouraged from seriously thinking about entering trades or they are steered away from educational choices that will lead them into trades. This perception may also result in an absence of support from family, peers, counsellors and teachers for women’s interest in trades (WITT-Alberta, 2000).
It has been suggested that more research is needed into how vocational preferences are socialized among youth (Centre for the Study of Living Standards, 2001). Nevertheless, research conducted for this study has provided considerable detail into the dimensions of this problem.
Part of the problem lies in the traditional upbringing of girls who model themselves on their parents expectations. This role modelling is further reinforced by the patterns of learning in education institutions where female students tend not to participate in science- and math-related courses that lead to training in trade and technology occupations (CLMPC, 1990). At the same time, these same attitudes and expectations about gender-appropriate occupations are inculcated equally strongly in boys and young men, reinforcing resistance in the workplace on the part of female tradespersons’ future male co-workers.
Generally speaking, a lack of support from spouses or parents can diminish the prospects of women’s successful access to or completion of apprenticeships. Some parents still view apprenticeship in non-traditional trades for women as defying social acceptability (SaskWITT, 2001; ). Some male spouses also remain attached to notions that they are families’ primary “bread winners”, and may be reticent to support their partners’ pursuit of economic independence
through training (SaskWITT, 2001; 
).
For those Aboriginal people who are aware of apprenticeship and the trades, they regard these options as a last choice relative to university and college programs. As will be discussed later in this report, while apprenticeship as a learning system is often viewed as being consistent with Aboriginal learning methods, some respondents also felt that the rules surrounding apprenticeship
sometimes posed a problem for Aboriginal learners (). One study for the Government of Manitoba pointed to Aboriginal individuals or communities being “virtually non-existent” in marketing apprenticeship, reinforcing an exclusionary
image of the trades (Cook Consulting, 2001). The study found that the image of the trades as a “second-class” career opportunity, as well as the continuation of gender-based stigma, also affect the image of trades among Aboriginal people.
Taking Pulse suggested that some Aboriginal parents
might not place a high value on education, and provide little encouragement to their children in their career pursuits (National Aboriginal Achievement Foundation, 2002). Focus-group participants similarly commented on the importance of family support to developing an awareness of and an interest in pursuing a trades-oriented career path. ().