The enablers or constraints experienced by male learners when selecting hairdressing as a subject at School.

Abstract

Gender representation in the traditionally female-dominated sector of hairdressing is strikingly different, with a considerable underrepresentation of males. The aim of this study was to identify factors that may enable or constraint male learners from selecting Hairdressing as a school subject and a career choice. Moreover, the study explored the teaching, learning and practice of hairdressing through the lens of male learners and educators. A qualitative phenomenological approach was used, focusing on the personal experiences of hairdressing teachers and male learners. In-depth interviews were conducted at six registered public Schools of Skills in the Western Cape, chosen for their high-performance, diverse study body and educational institutions. A deliberate sampling technique was used for participant selection, with hairdressing subject teachers and learners selected based on their qualifications, teaching experience, and representation of the "race", gender, and linguistic demography of their School of Skills. The study involved 26 hairdressing learners from six schools and ten educators in the Western Cape, and data was collected through individual and focus group interviews. The data was analyzed under common themes. The study revealed that male learners' perceptions of hairdressing are influenced by social, institutional, and personal factors. Cultural norms often link the profession with femininity, but personal passion and genuine desire also play a role. Institutional support, lack of male role models, and inadequate curriculum can deter interest. Educators' opinions can also impact male learners' perceptions. Solutions for boosting male inclusion include curriculum reform, workshops, mentoring, and career counselling sessions. Peer perception also influences male learners' choices, with peer pressure sometimes discouraging their interest. Industrial views reveal the changing industry, but there is a disconnect between educational beliefs and industry developments. Financial prospects and family influence also play a role in male learners' professional choices. The study recommended that to promote diversity in hairdressing education, curriculum and teaching techniques must be rethought to dispel stereotypes and promote inclusivity. Awareness and sensitization programs, collaboration between schools and industry, and policy revisions at school and higher education levels are essential. These include highlighting male experts' accomplishments, implementing visual storytelling, and collaborating with hairdressing businesses and experts.