Skills for Success in employment & skills training: A feminist

policy-makers and practitioners identify policies and Professor, School of Psychology Senior Researcher, Centre for Research on Educational and programs that improve the well-being of all Canadians, Community Services with a special concern for the effects on the disadvantaged, and to raise the standards of evidence Gordon Berlin Research Professor, Georgetown University and that are used in asses. [...] Figure 1 Skills for Success This evidence brief was drafted to inform the design and development of skills training curriculum and approaches as part of the WOMEN FIRST project, funded through Employment Social Research and Demonstration Corporation 1 Skills for Success in employment & skills training: A feminist perspective and Social Development Canada’s (ESDC) Women’s Employment Readiness pilot. [...] Societal norms and associated expectations about the suitability of jobs for men and women therefore influence the development of vocational interests as children and adolescents react to the views, values, and beliefs of the people who guide their development and social upbringing.” (Woods & Hampson, 2010, p. [...] In summary, a focus on work (rather than meaningful or high-quality work and the factors to achieve this) can perpetuate systemic inequities for multiply-marginalized women: “Immediate labor-force attachment produces little or no change in the social and economic structure of the workplace or in the larger society with respect to race-ethnicity, class, and gender and provides a large pool of low-w. [...] Social Research and Demonstration Corporation 24 Skills for Success in employment & skills training: A feminist perspective CONCLUSION This evidence brief offered an overview of Skills for Success and considerations for developing and delivering training that promotes access, engagement, and success in employment and skills training, particularly among multiply-marginalized women.