Why Graduates End Up in Construction: Society's Expectations and Bridging the Education Employment Gap

For over three decades, I have worked in building construction and witnessed numerous graduates end up working in construction, leaving me wondering what the problem could be. And even after 30 years, I still see and experience this phenomenon, prompting me to ask the same question I had 30 years ago: Why?

I believe there are multiple factors at play, including societal expectations, economic realities, and personal choices. Society often puts pressure on young people to attend university and pursue a degree, as if it is the only path to success. This emphasis on higher education can make people feel like they are not living up to expectations if they do not pursue a university degree, leading them to feel like they have failed if they end up in a blue-collar job.

Furthermore, the economic realities of our world make it difficult for people to find employment in their field of study, even if they do have a degree. The job market can be competitive and unpredictable, with no guarantee of a job even after investing time and money in a degree.

However, I also believe that there are ways to bridge the gap between education and employment, and to help more people realize their potential and pursue fulfilling careers. For instance, vocational training programs can offer practical skills and job training that are directly applicable to many industries, including construction. Additionally, mentorship programs and internships can provide valuable experience and guidance for those seeking employment.

We should also encourage and celebrate alternative paths to success beyond university education, such as entrepreneurship or creative pursuits. Success should not be defined by a degree or job title, but rather by personal fulfillment and achieving one's goals.

It is true that internships and mentorships may not always be easy to find, especially in certain industries or geographic locations. However, I believe that it is important to actively seek out these opportunities and to be persistent in pursuing them. This may involve networking, reaching out to industry professionals, and utilizing online resources and job boards.

It is also important for educational institutions and employers to prioritize and invest in these programs, as they can provide valuable benefits to both the individuals seeking employment and the industry as a whole. By offering mentorship and internship opportunities, employers can cultivate a pipeline of talented and skilled workers, while also providing meaningful learning experiences and career development for individuals.

Ultimately, bridging the gap between education and employment requires a collaborative effort from multiple stakeholders, including educational institutions, employers, and individuals themselves. By recognizing the value of practical skills and job training, and investing in programs that provide these opportunities, we can help more people realize their potential and pursue fulfilling careers.

In conclusion, the phenomenon of graduates ending up in construction is complex and multifaceted, with societal expectations and economic realities playing a significant role. However, by bridging the education-employment gap and celebrating alternative paths to success, we can help more people realize their potential and find fulfillment in their careers.

Unveiling the Collective Participation: Societal Expectations and Unconscious Roles in Career Path Selection

The phenomenon of graduates ending up in construction and the perpetuation of societal expectations regarding career paths involve various stakeholders, including individuals, parents, educational institutions, industries, and society as a whole. Each stakeholder plays a role, often both knowingly and unknowingly, in contributing to this phenomenon. Individuals may feel pressured to conform to societal expectations and choose traditional academic paths, overlooking alternative options such as construction.

Parents, influenced by societal norms and seeking the best opportunities for their children, may unintentionally reinforce these expectations. Educational institutions may prioritize academic pursuits and provide limited exposure to non-academic careers like construction. Industries may have limited visibility and fail to promote the diverse opportunities within their sectors. Society, as a collective, may hold certain beliefs and assumptions about career success, which further influence individual choices.

While there are various contributing factors, it's important to recognize that many of these actions and beliefs are deeply ingrained in our culture and may have been perpetuated over generations. Breaking free from these expectations and creating a more inclusive and diversified perspective requires collective effort and a willingness to challenge traditional norms.

By raising awareness, promoting alternative career paths, providing comprehensive career guidance, fostering industry-educational partnerships, and addressing the underlying biases, we can collectively work towards creating a more inclusive and supportive environment where individuals can make informed choices based on their own interests, skills, and aspirations.

It is essential for all stakeholders to actively participate in understanding and challenging these expectations, in order to empower individuals to pursue diverse career paths and create a more inclusive and fulfilling professional landscape.

Role played by Parents

Parents play a crucial role in shaping their children's perceptions, aspirations, and career choices. Here are some possible ways in which parents contribute to the continuation of societal expectations regarding career paths, including the tendency for graduates to end up in construction:

1. Influence and guidance:

Parents are often the primary influencers in a child's life. They may impart their own beliefs, experiences, and biases when discussing career options. If parents themselves hold traditional views that prioritize academic success, they may unintentionally reinforce societal expectations and steer their children away from non-academic paths like construction.

2. Educational emphasis:

Parents often prioritize education as a means to secure a better future for their children. They may place a strong emphasis on academic achievements and push their children to pursue university degrees, as it aligns with their own beliefs about success and stability. This emphasis may inadvertently devalue or overlook the opportunities and benefits of careers in industries like construction.

3. Fear of uncertainty:

Parents may be concerned about the financial stability and prospects associated with non-academic careers. The construction industry, for instance, may be perceived as less secure or less financially rewarding compared to white-collar professions. Parents' desire to ensure their children's financial well-being may lead them to discourage or overlook career paths that don't align with traditional societal expectations.

4. Lack of exposure and awareness:

Parents may have limited knowledge or exposure to non-academic careers, including the construction industry. Their own experiences and social circles may be predominantly within white-collar professions, making it more likely for them to steer their children towards similar paths. Without sufficient exposure to diverse career options, parents may inadvertently perpetuate societal expectations.

5. Social validation:

Parents may feel societal pressure themselves to ensure their children follow a certain path deemed socially acceptable or prestigious. They may fear judgment from their peers or worry about their child's acceptance and standing within their community. This desire for social validation can influence parents to encourage their children to pursue traditional academic paths rather than considering alternative career options.

Role played by Education Institutions

Education institutions, including bootcamps, colleges, and universities, can also play a role in perpetuating societal expectations and the continuation of graduates ending up in construction. Here are some potential factors:

1. Limited career guidance:

Some educational institutions may prioritize academic coursework and theoretical knowledge over practical career guidance. This can result in a lack of comprehensive information and exposure to non-academic career paths, including the construction industry. Insufficient career counseling and guidance can lead students to overlook alternative options and reinforce the societal emphasis on traditional academic careers.

2. Curriculum focus:

The curriculum of many educational institutions often centers around academic subjects and may not give equal emphasis to vocational training or practical skills development. As a result, students may not receive exposure to or training in industries like construction, further perpetuating the notion that such careers are not valued or viable options.

3. Stigma surrounding vocational education:

In some educational systems, there is a stigma associated with vocational education or trade schools. This stigma can create a bias against pursuing careers in fields like construction and may discourage students from exploring these paths. The perceived hierarchy of educational options, where universities are often considered more prestigious than vocational training programs, can influence students' choices and reinforce societal expectations.

4. Limited industry partnerships:

Educational institutions may have limited partnerships and collaborations with industries such as construction. This can result in a lack of internships, apprenticeships, or practical learning opportunities in the field. Without direct exposure to the industry and real-world experiences, students may be less likely to consider careers in construction or have a limited understanding of the available opportunities.

5. Emphasis on traditional measures of success:

Educational institutions often prioritize academic achievements and standardized tests as measures of success. This emphasis can reinforce the societal expectation that success primarily lies in obtaining a university degree and pursuing white-collar professions. Alternative paths, including construction, may be overlooked or undervalued in the pursuit of traditional academic accolades.

Role played by Industries

Industries themselves also play a significant role in the continuation of graduates ending up in construction. Here are some potential factors:

1. Perception and reputation:

The construction industry, like any other industry, has its own reputation and perception. If the industry is perceived as low-skilled, physically demanding, or lacking opportunities for career advancement, it may discourage graduates from considering it as a viable career option. Industries need to actively work on improving their image, highlighting the diverse career paths, professional development opportunities, and rewarding aspects within the construction sector.

2. Limited industry promotion and awareness:

Industries that have not invested in promoting themselves or raising awareness about the diverse career opportunities they offer may contribute to the perpetuation of societal expectations. Lack of visibility and information about career prospects within the construction industry can lead graduates to overlook it as a potential career option.

3. Skills gap and industry requirements:

The construction industry, like many others, may have specific skill requirements that graduates may not possess upon completing their formal education. This skills gap can create barriers for graduates to enter the industry, further reinforcing the societal expectation that only certain paths, typically academic ones, lead to employment.

4. Lack of partnerships with educational institutions:

Collaboration between industries and educational institutions is crucial for creating a smooth transition from education to employment. If the construction industry has limited partnerships with colleges, universities, or vocational training programs, it may result in a lack of internships, apprenticeships, or practical training opportunities for graduates. This can deter graduates from pursuing careers in construction due to limited exposure and experience.

5. Insufficient recruitment strategies:

Industries that have not developed effective recruitment strategies or have overlooked attracting graduates to their sector may contribute to the continuation of graduates ending up in other industries. Without actively targeting and engaging with graduates, the construction industry may miss out on attracting talented individuals who could contribute to its growth and success.

Conclusion:

In conclusion, the phenomenon of graduates ending up in construction and the perpetuation of societal expectations regarding career paths are complex and multifaceted issues. Our analysis has revealed the roles played by various stakeholders, including individuals, parents, educational institutions, and industries. It is evident that we all participate in shaping these expectations, sometimes knowingly and at other times unknowingly.

However, armed with this understanding, we have the power to bring about positive change. By challenging traditional norms, broadening perspectives, and embracing the value of diverse career paths, we can create a more inclusive and informed approach to career decision-making. This requires collective effort and a willingness to break free from the constraints of societal expectations.

It is crucial for individuals to explore their passions, interests, and skills without the fear of deviating from the conventional path. Parents should support and guide their children in considering a range of career options, encouraging them to follow their true calling. Educational institutions must provide comprehensive career guidance and practical training opportunities, while industries should actively promote their sectors and forge partnerships with educational institutions.

By working together, we can redefine success and celebrate the multitude of pathways that lead to fulfilling careers. Let us empower individuals to make informed choices, acknowledge the value of practical skills, and cultivate a society that embraces and supports the diverse talents and aspirations of its members.

In the journey towards bridging the education-employment gap and dismantling societal expectations, let us be the catalysts of change. Together, we can create a future where every individual has the freedom to pursue their passions, find fulfillment in their careers, and contribute meaningfully to society.