Career Development and Vocational Education: Understanding the School-Related Challenges that Influence the Career Trajectories of Female High School Students in South Africa

Abstract

This article investigates the school difficulties that affect the professional futures of female high school students in South Africa as it studies their selection process for vocational education and training (VET). Female high school students in South Africa continue to have their career choices formed by gender-based barriers that include stereotypes together with cultural expectations and insufficient career guidance access and non-traditional field under participation. The research methodology used a full-range qualitative analysis from studies conducted at a desktop level. The study richly benefited through extensive literature review about teachers, career counsellors, and parents which expanded understanding of school influences on career decision-making. Thematic analysis was used to analyze the data for identifying recurring patterns together with statistical correlations. The study explored important factors that influence female students to select their future careers by examining career guidance along with peer influence together with gender stereotypes alongside social norms. The objective of this research is to support intervention development that will enhance vocational education along with career development programs targeted at female students in South Africa to ensure both educational gender equality and expanded career paths for young females. Research findings proposed how schools should optimize their environments to enable female students to make knowledgeable career decisions and expand their career opportunities which may include trade education.