Content area
Full Text
Abstract
There are a multitude of intervention programs and procedures in the field of occupational guidance for youth. However, closer examination reveals that some of these programs miss their mark and, unintentionally, actually reinforce devaluation among this population, particularly among girls. This missed opportunity stems primarily from the lack of an appropriate conceptualisation of the needs of teenage girls within the design, development and implementation of these employment programs. The purpose of this study was to conceptualise 'extra feminist assistance' as is needed for girls from stigmatised communities, which would allow them to advance themselves in the path of achieving financial independence. This article clarifies the characteristics of 'extra feminist assistance' through the presentation of three negotiation reactions by girls who participated in the Reshatot workshop. The workshop is intended to strengthen the development of employment aspirations. The findings presented here indicate that the 'extra feminist assistance' is generated when the intervention processes contain the following dimensions: sense of self-worth; knowledge and relationships that allow the girls to both subvert and oppose the stigma and labels placed on them; the understanding that their needs are separate; and strengthening their sense of entitlement.
Introduction
"I have no money in my pocket for all the types of daily tilings... I need work. But it is hard for me to go ask, I have no strength, I want the work to come to me, I went to ask about waitressing but they told me 'leave your number etc. etc. and we will call'... So I give up, I have no strength to continue searching for work... I thought you were here to help me... because it sucks when they tell you no" (Avivit1, third generation immigrant from an Arab country, Grade 11).
These words reflect the fmstration experienced by this girl, who joined the Reshatot workshop but felt that despite her participation in it, she was still experiencing rejection from employers. These remarks indicate that the rejection reinforces her sense of an inability to overcome the barriers, barriers that she identifies as a part of her personality.
The gap between the intentions of the intervention program (improving self efficacy, for example) and the way in which girls experience the assistance is a topic that occupies the research...