LIVED EXPERIENCES OF SOME GRADE 11 FEMALE MARITIME

STUDENTS

Proponent title: Social learning theory

Year proposed: 2011
Author: Albert Bandura

According to Bandura (2011) One theory about the social learning theory, This
theory focuses on how individuals learn from observing and modeling the behavior of
others. Social learning theory is a psychological theory that suggests people learn
through observation, modeling, and reinforcement. This theory posits that individuals
acquire new behaviors and attitudes by observing the behaviors of others and the
consequences that follow those behaviors. Social learning theory has been influential
in various fields, including education, psychology, and criminology.

In the case of female maritime students, social learning theory could be used to
examine how they learn about the norms and expectations of the male-dominated
maritime industry, and how these norms and expectations are reinforced or challenged
by their experiences with peers, instructors, and employers. Social learning theory
suggests that individuals learn through observing and modeling the behavior of others
around them. In the case of grade 11 female maritime students, this theory can be
used to examine how they learn about the norms, expectations, and practices of the
male-dominated maritime industry.

Female maritime students may observe the behavior of their male peers,
instructors, and employers to learn what is expected of them in this field. They may
also learn from the experiences of female role models who have succeeded in the
maritime industry. Through these observations, female maritime students can develop
their understanding of the cultural knowledge, skills, and behaviors that are valued in
the industry.

However, social learning theory also suggests that behavior is influenced by the
consequences of that behavior. Female maritime students may receive positive
feedback when they conform to the norms and expectations of the industry, such as
being praised for being "tough" or "resilient." Conversely, they may face negative
consequences for not conforming to these norms, such as being excluded or ostracized
by their male peers.

Therefore, social learning theory suggests that the experiences of grade 11 female
maritime students are shaped not only by what they observe and learn from others but
also by the feedback they receive based on their behavior. This feedback can
influence their self-efficacy and motivation to persist in the industry. By
understanding how social learning theory applies to the experiences of grade 11
female maritime students, educators and policymakers can create a supportive
learning environment that promotes gender equity and inclusion in the maritime
industry.
 LIVED EXPERIENCES OF SOME GRADE 11 FEMALE MARITIME
STUDENTS

Proponent title: Feminist Theory

Year proposed: 2013
Author: Chandra Talpade Mohanty

Another theory about the Feminist theory, this theory centers on the experiences
of women and aims to understand and challenge gender-based inequalities in society.
Chandra Talpade Mohanty argues for a transnational feminist approach that
recognizes the ways in which gender oppression is intertwined with other forms of
oppression, such as racism and colonialism. She advocates for a feminist theory that
centers the experiences of women from the global south and other marginalized
groups, and that works towards social justice on a global scale. Mohanty also critiques
the ways in which mainstream feminism has historically excluded women of color
and women from the global south, and the need for a more inclusive and inter-
sectional feminist framework. She argues that feminist theory must be rooted in the
experiences of all women, and that solidarity across differences is key to achieving
gender equality and social justice. The ongoing evolution of feminist theory and the
importance of centering marginalized voices in the movement towards gender
equality and social justice (Mohanty, 2013)

Applied to the lived experiences of some grade 11 female maritime students,

feminist theory can be used to explore the ways in which gender-based inequalities
manifest within the maritime industry and how these affect female students'
experiences. Feminist theory would highlight that the maritime industry is historically
male-dominated and may contain implicit biases and discrimination towards women.
This can lead to a hostile environment for female students who may feel excluded,
marginalized, or objectified in this space. Feminist theory would also emphasize the
need to challenge these biases and create a more inclusive and equitable maritime
industry that promotes gender diversity and supports female students in their
aspirations.
 This theory would draw attention to the ways in which gender intersects with
other forms of identity, such as race, class, and sexuality, to shape the experiences of
female maritime students. For example, female students of color may face intersecting
discrimination based on both their gender and race, leading to unique challenges in
the industry. Feminist theory would call for an inter-sectional approach to
understanding these experiences and creating solutions that address the complexities
of gender-based inequalities.Feminist theory would also challenge traditional gender
roles within the maritime industry and encourage the development of alternative and
more inclusive models of leadership and decision-making. This could include
promoting female leadership within the industry and creating mentorship programs to
support female maritime students in their career aspirations. Overall, applying
feminist theory to the lived experiences of some grade 11 female maritime students
highlights the need for a more equitable and inclusive maritime industry that
recognizes and values the contributions of women. By challenging gender-based
biases and promoting gender diversity and inclusion, the industry can create a more
supportive environment for female students to thrive and succeed.
 LIVED EXPERIENCES OF SOME GRADE 11 FEMALE MARITIME
STUDENTS

Proponent title: Self-efficacy theory

Year proposed: Albert Bandura
Author: 1997

Self-efficacy theory is a psychological concept that refers to an individual's belief

in their own ability to accomplish a specific task or achieve a certain goal. According
to Bandura, self-efficacy plays a crucial role in shaping an individual's motivation and
behavior. Self-efficacy can be influenced by a variety of factors, including personal
experiences, observation of others, feedback from others, and emotional and
physiological states.

One study that highlights the importance of self-efficacy in academic

achievement is a meta-analysis conducted by Honicke and Broadbent (2016). The
study examined the relationship between self-efficacy and academic performance
across a variety of subjects and grade levels. The results showed that self-efficacy was
a significant predictor of academic performance, with higher levels of self-efficacy
associated with better grades and overall academic achievement.

Applied to the lived experiences of some grade 11 female maritime students,

self-efficacy theory can be used to understand how their beliefs about their ability to
succeed in the maritime industry can impact their academic performance and career
aspirations. Self-efficacy theory suggests that individuals who believe in their ability
to perform a task are more likely to put forth effort and persist in the face of
challenges. Female maritime students who have high self-efficacy beliefs in their
abilities to succeed within the industry may be more likely to pursue advanced
education and training, seek out mentorship opportunities, and persist in the face of
obstacles.

On the other hand, female maritime students who have low self-efficacy beliefs in
their abilities to succeed within the industry may be more likely to experience feelings
of self-doubt, anxiety, and frustration. This can lead to lower academic performance,
decreased motivation, and reduced aspirations for a career in the maritime industry.

Therefore, self-efficacy theory would suggest the need for interventions that can
support and enhance the self-efficacy beliefs of female maritime students. This could
include creating mentorship programs, providing targeted academic support, and
promoting positive role models within the industry. Additionally, self-efficacy theory
would highlight the importance of creating an environment that promotes self-efficacy
beliefs, such as offering opportunities for female maritime students to gain hands-on
experience and build confidence in their abilities.

Overall, applying self-efficacy theory to the lived experiences of some grade 11

female maritime students highlights the importance of promoting positive self-beliefs
and creating an environment that supports their aspirations for success within the
maritime industry. By providing targeted interventions and creating a supportive
environment, the industry can help female students to develop the self-efficacy beliefs
and skills they need to succeed.
 LIVED EXPERIENCES OF SOME GRADE 11 FEMALE MARITIME
STUDENTS
Proponent title: Stereotype threat theory
Year proposed: 1995
Author: Claude Steele and Joshua Aronson

Stereotype threat theory is a social psychological theory that suggests that

individuals belonging to stereotyped groups can experience anxiety and self-doubt in
situations where their performance could confirm negative stereotypes about their
group. Female students in male-dominated fields may experience stereotype threat
when taking exams or performing tasks related to their field, as they may worry about
confirming negative stereotypes about women's ability to succeed in the field.

The theory was first introduced by social psychologists Claude Steele and Joshua
Aronson in 1995 in their paper "Stereotype Threat and the Intellectual Test
Performance of African Americans." Since then, the theory has been applied to
various groups, including women, minorities, and individuals from low socio-
economic backgrounds.

Stereotype threat theory suggests that people who belong to stigmatized groups
may experience anxiety and reduced performance when faced with situations that
confirm negative stereotypes about their group. In the case of some grade 11 female
maritime students, they may experience stereotype threat due to their gender and the
male-dominated nature of the maritime industry. If a female maritime student is given
a challenging navigation task in class, she may experience anxiety and self-doubt due
to the stereotype that women are not as good at spatial reasoning as men. This anxiety
and self-doubt may lead to reduced performance and lower self-confidence, which can
affect her future success in the maritime industry.

Moreover, female maritime students may face additional challenges due to gender
bias and discrimination, such as being overlooked for leadership roles or not being
taken seriously by their male peers and instructors. These experiences of stereotype
threat and discrimination can create barriers to success for female maritime students
and contribute to the under representation of women in the maritime industry.
 LIVED EXPERIENCES OF SOME GRADE 11 FEMALE MARITIME
STUDENTS
Proponent title: Social Cognitive Career Theory
Year proposed: 1994
Author: Robert W. Lent

Social Cognitive Career Theory (SCCT) is a psychological theory that proposes

that individuals' beliefs, interests, and experiences shape their career choices and
outcomes. Specifically, the theory emphasizes the role of self-efficacy, outcome
expectations, goals, and personal factors in career development. According to SCCT,
individuals make career decisions based on their perceived abilities, interests, and the
availability of opportunities and resources. The theory also highlights the importance
of environmental factors such as social norms, support systems, and cultural beliefs in
shaping career choices. One of the key researchers who contributed to the
development of SCCT is Albert Bandura, a social psychologist known for his work on
self-efficacy and social learning theory. Bandura and his colleagues have applied the
SCCT framework to various domains, including education, health, and career
development(Lent et al., 1994)

Social Cognitive Career Theory suggests that people's career choices are
influenced by their self-efficacy, outcome expectations, personal goals, and social
support. In the case of some grade 11 female maritime students, they may experience
unique challenges and opportunities in their career exploration process, such as
limited visibility of female maritime professionals, gender biases in hiring and
promotion, and limited access to training and mentorship.

Female maritime students may have lower self-efficacy in the maritime industry
due to the lack of female role models and mentors in the field. They may have limited
exposure to successful female professionals who can provide guidance and support in
their career exploration process. Additionally, they may have lower outcome
expectations due to gender biases in hiring and promotion, which can limit their
motivation and persistence in pursuing maritime careers.
 However, female maritime students may also have personal goals and social
support that can positively influence their career choices. For example, they may have
a strong interest and passion for the maritime industry that motivates them to
overcome the barriers they face. They may also have supportive family members,
teachers, or peers who encourage them to pursue their interests and provide resources
and connections to help them achieve their goals.

In order to support the career development of female maritime students, it is

important to provide them with more visibility and access to female role models and
mentors, as well as to address gender biases and discrimination in the industry. This
can help to increase their self-efficacy and outcome expectations, and to create a more
inclusive and diverse maritime workforce.