Apprenticeship training essentially caters to a male audience. Female apprentices are confined to few specialised training sectors and face greater difficulties finding a job when they finish their training. To make sense of women's position within the professional education environment, the author propose first to connect gender and social class, and second to analyse apprenticeship more broadly by looking beyond its inclusion within the school system. These two conditions are necessary in order to apprehend both the mechanisms that contribute to the categorizations operated by the social and sexual division of labour and the making of gender norms. They also allow us to detect two simultaneous and contradictory movements: the apprentices' conformity to gender norms, on the one hand and their increased distance from the norms imposed by social class of origin on the other.
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