When it comes to planning for our kids’ futures, most parents tend to see two well-worn paths: a four-year college degree or immediate entry into the workforce. But there’s a third option — one that’s often overlooked, yet is increasingly proving to be just as rewarding, if not more so. The benefits of trades, from carpentry and construction to auto mechanics, plumbing, and electrical work, represent a career path that blends opportunity, stability, fulfillment, and financial success. Yet despite the high demand for skilled workers and the attractive earning potential, many students (and their parents) don’t realize just how viable and rewarding this pathway can be.
The truth is, we’re living in a time when the skilled labor gap is widening across industries. Companies are struggling to fill essential roles, and young people have a chance to step into careers that provide hands-on learning, advancement opportunities, and a sense of purpose. But the challenge isn’t a lack of interest among kids — it’s a lack of information. Too often, students aren’t introduced to these opportunities early enough, or they still feel the weight of outdated stigmas that portray the trades as a “second-best” choice. Parents and educators have a huge role to play in changing this narrative, ensuring that kids see the trades not just as backup plans, but as dynamic careers worth pursuing.
To explore this more deeply, we spoke with four people who know the trades inside and out — as professionals, advocates, parents, and educators. Jennifer Wilkerson, Vice President of the National Center for Construction Education and Research (NCCER), shares why early exposure and diversity matter. JJ Owen, Executive Director of the Skilled Careers Coalition (SCC), gives insight into career opportunities and how SCC is reshaping the conversation.
Carpentry teacher and SkillsUSA mentor Kenneth Kellum reflects on seeing his students, including his own daughter, excel on the national stage. And finally, Desiree Hill (@SheMechanic on TikTok), a former nurse turned auto mechanic, shares her personal story of reinvention and her mission to inspire the next generation of girls to enter the trades. Together, their stories paint a powerful picture of what’s possible — and why parents need to start paying attention. Take a look at each interview, and read for yourself how these powerful people are changing the narrative on careers in the trades…
Jennifer Wilkerson, Mom and Vice President, National Center for Construction Education and Research (NCCER)
Jennifer Wilkerson serves on SCC’s Advisory Board and brings deep expertise on the skilled labor gap in the construction sector, where many high-demand jobs are currently available. As a leader at NCCER, she is a strong advocate for introducing girls at a young age to construction and other trades, ensuring they see these fields as viable career paths. Jennifer can also share research on women’s current representation in the construction trades and offer insights on how parents and advocates can help girls envision themselves in these opportunities.
Q. Why do you believe it’s so important to expose children to vocational skills at such a young age?
Jennifer: I believe kids are born with an innate curiosity to build things, put things together, make sandcastles, and create with their hands. But at some point, for some children, we stop that hands-on learning. This isn’t just about the skilled trades—it’s about giving them the opportunity to physically engage with their learning.
Young children are like sponges. When they try things, they’re not afraid to fail; they just try again and again. I remember reading a survey of 5th graders asking if they would consider a career in construction. Not a single girl said yes. When asked why, they said, “I’m not strong enough.” These are 5th graders who have already decided they can’t do something.
That’s what scares me. Young people have so much enthusiasm and curiosity, and we often dampen it by directing them too early. It’s so important to introduce them to everything, let them be curious, and allow them to gravitate toward what they love. Ultimately, as parents, we want our kids to pursue a career that supports them but also brings joy and fulfillment.
Q. What are some age-appropriate ways parents and teachers can introduce hands-on skills or spark curiosity? How can we help children, especially girls, realize they are capable of success in the trades?
Jennifer: The key thing to remember is that success in the skilled trades doesn’t require brute strength. In fact, research and interviews with 176 tradeswomen show that supervisors value women for their attention to detail, ability to follow plans, and safe work practices. For example, one brilliant woman working for Procore shared that as a young girl, she wanted to build the houses for her Barbies instead of playing with the dolls. Her parents encouraged her curiosity, and now she has had a full career in construction.
So, we need to stop saying “no” to children who show interest in building or tinkering. Provide opportunities for them to explore. In schools, we need to highlight applications of math, science, and other subjects through hands-on projects. When students build something, abstract concepts suddenly make sense. Construction can be an incredible platform for applied learning.
Q. Let’s shift to perceptions around the trades. There’s still a lingering stigma that trades are “less than” college. How do we start changing that narrative among parents and educators?
Jennifer: First, we have to educate parents and educators. Many don’t understand the variety of careers in construction or the salaries and opportunities available. More importantly, we need to tell the real story: the people building our schools, hospitals, and infrastructure are craft professionals, not athletes or doctors. Construction professionals are heroes who create the environments that allow society to function. Yet the industry doesn’t highlight their stories enough.
We need to change the image and elevate the trades. For example, vocational education was once stigmatized as “shop class.” Today, it’s called Career and Technical Education, which reflects its value. Those of us in the industry must tell our stories in classrooms. Ask students: Do you want to help build community centers? Rebuild after disasters? Be part of creating something meaningful?
Q. What would resonate most with children and teens when showing them the value of skilled trades?
Jennifer: Storytelling is powerful. Also, consider Gen Z—they are digital natives, but they’ve experienced challenges like COVID. They want purpose, teamwork, and opportunities to contribute to their communities. Construction provides that. It offers meaningful work, financial stability, and skill development without excessive student debt. Apprenticeships, for example, require dedication and hard work, similar to a college degree, but they also prepare individuals for real-world careers with hands-on expertise. We just need to change perceptions and show young people the possibilities the trades offer. There’s immense value, pride, and opportunity in skilled work, and it can align perfectly with what this generation is seeking.
Q. Talking about hands-on learning and different types of learners for the trades, do you have any stories or examples where you’ve seen a student really shine, come out of their shell, or have that lightbulb moment once given the opportunity to learn by doing?
Jennifer: We get stories like that all the time. I feel so lucky to be in the position I’m in because we hear from parents so often. I remember one mom—we were in Corpus Christi, Texas—and she was a marketing director. Her husband worked in investment banking, I think. Their son was brilliant but struggling in school. He just wasn’t connecting with what he was studying. In 10th grade, he said, “I’d like to take this welding class.” His parents agreed, and it changed everything.
He got into the class, experienced success, and even started liking math because he realized it was part of what he needed to understand to succeed. They had no idea he’d thrive in something like this, and now you can imagine, in the Gulf Coast, opportunities for welders and pipefitters are incredible—working with companies like ExxonMobil or Shell. That’s one story that really stood out.
I’ve also heard stories of young women discovering their path in construction. One guest on my podcast shared that she started in construction because she wanted to earn more money than she could in a restaurant. She realized, “This is something I can do and actually make a living at it.” She asked questions, pursued training, and found her passion. She’s now in her twenties and on her way to becoming a safety professional in construction.
There are countless stories like this. Once someone has the chance to try it and succeed, it boosts confidence and happiness. Some may stay in construction long-term, maybe even running their own companies, while others may take what they’ve learned into a different path. But that hands-on experience, seeing what you can create with your mind and your hands every day, is incredibly powerful.
Q. Moving on to career opportunities and earning potential: what are some of the most promising careers in construction or related trades right now, and what kind of earning potential do they have?
Jennifer: Well, electricians are in high demand right now. With data centers, semiconductor plants, and our need to upgrade the electrical grid, electricians are critical. It’s an incredible career with strong earning potential. And it’s mentally engaging, too. Other opportunities include crane operators, which is ideal for people who love simulators or video games—they get to operate massive cranes in cityscapes and feel a real sense of accomplishment.
Then there’s instrumentation and controls work, which ties directly into electronics and managing complex systems, as well as HVAC technicians, welding, and pipe fitting. Honestly, nearly all trades are in demand. Masonry, welding, HVAC, electrical, instrumentation, and controls—all have booming opportunities. These careers are critical to building our infrastructure and keeping it running efficiently.
Q: What barriers do you think still exist for women in trades? Would you double down on saying it’s a lack of confidence or knowledge—that it takes more than brute strength—or are there other barriers as well?
Jennifer: Yes, confidence and knowledge are definitely barriers. Many women don’t see themselves as electricians, HVAC technicians, pipefitters, or welders. But it’s also been an industry issue. For so long, the industry assumed it had enough people—sons, nephews, cousins, and friends—to fill the roles. We didn’t account for the changing population. Women make up 51% of the population, yet we’ve historically neglected inviting them in.
There are barriers from young girls to grown women thinking, “I can’t do that.” There’s also the perception of construction as a very masculine, male-dominated environment. Some of that perception is earned, some of it is false. The good news is that things are changing. Contractors and project sites are realizing they need to make workplaces welcoming to women—considering training, safety, childcare, and equitable treatment.
Q. What advice would you give to parents of daughters who might be interested in a trade but feel intimidated because it’s male-dominated?
Jennifer: If your daughters play sports, that’s a great start—they’ve learned teamwork, perseverance, and confidence. Those same skills translate to construction. Parents often worry about safety or the male-dominated environment, but encouraging exploration is key. My daughters both work in construction now. One of my daughters, after high school, was unsure about her career path. I told her to explore options—college or work—until she figured it out. Eventually, she decided construction was the right path for her. She even worried we’d be disappointed, but we weren’t.
My advice to parents is to start conversations early. Ask about your daughters’ interests rather than imposing expectations. Encourage hobbies that involve hands-on work. Let them try things—they may or may not enjoy them, but at least give them the choice. My younger daughter has poured concrete, welded, built ceilings and wine racks, and she loves it. Listen to your kids, stay open-minded, and give them opportunities to explore paths you might not have considered.
Q. For educators—like myself, I teach second grade—what’s one change you would love to see in schools that would better support students interested in vocational training? I know it’s more relevant for middle and high school, but if you have thoughts for elementary, feel free.
Jennifer: One thing I’d love to see is traditional classroom teachers connecting with Career and Technical Education (CTE) programs. Many teachers don’t even know these programs exist at their schools. For example, we did a math challenge in Georgia with some traditional math classes. We brought in HVAC, electrical, and carpentry challenges and encouraged students to compete, promising a pizza party and the chance to meet industry professionals. The teachers were amazed—they didn’t realize how much real-world math was happening in their own CTE programs.
So my advice: find out if your school has a CTE program. Connect with those instructors and collaborate. Co-teaching is powerful—you can integrate math, science, and other subjects with hands-on projects. I’ve done this with history teachers, and it works just as well with career tech programs. If there’s no CTE program at your school, reach out to local employers. Invite them or young professionals from their companies to speak about what they do. Let students see real careers in action—it sparks interest and engagement.
Finally, think about your teaching methods. Are there manipulatives or hands-on applications that can help students who don’t thrive by just reading or memorizing? Applied learning, like building projects that reinforce math concepts, can improve scores and reach learners who might otherwise struggle. Hands-on opportunities make a huge difference for students who learn differently—and for those who may one day be interested in a trade.
JJ Owen, Father of Two Girls and Executive Director, Skilled Careers Coalition
JJ Owen is passionate about connecting today’s youth with the skilled trades, highlighting both the high-earning potential and the wide range of career opportunities available. Through the Skilled Careers Coalition, he brings together educators, guidance counselors, businesses, and skilled professionals to inspire young people—meeting them where they are, including on social media. JJ also shares insights from SCC’s recent study, which found that lack of information—not lack of interest—is the main barrier keeping kids from pursuing trades. He advocates equipping parents and teachers with the tools and knowledge to have meaningful career conversations and guide students toward pathways like CTE programs and apprenticeships.
Q: So what do you think is the best way to introduce the idea of skilled trades to kids while they’re still pretty young?
JJ: That’s a great question. I have a soon-to-be 9-year-old daughter and a 5-and-a-half-year-old at home, so I’ve been thinking about this a lot. It really comes down to meeting them where they’re at and understanding how they see things. When I tell them, “Hey, this is what Dad’s doing,” I try to introduce it in a way they can relate to. For example, with my 5-year-old playing with magnet tiles, I might say, “The guy we saw across the street building that big building probably started out like this. What do you think about that?” It’s about cultivating curiosity and creativity, giving them room to dream, ask questions, and explore.
Whenever I have the chance to point out someone at work—a plumber, an auto mechanic, a technician—I’ll do it. We recently took a family vacation, and I pointed out a technician working under a plane. Half the time they look at me like, “Come on, Dad,” but these little exposures start conversations. It’s similar to introducing sports—I used to play baseball and hope my kids love the Angels. They might not, but I can introduce them and hope they enjoy it as much as I do.
Career exploration works the same way: I try to talk about different things, lean into what they’re watching on Disney+, Netflix, or YouTube, and provide context or ask leading questions. Then I let them ask me questions.
For example, when I go to SkillsUSA in Atlanta, I come back inspired and excited, and I share that energy with my kids. I show them videos from Skills Jam, and you can sometimes see a glimmer in their eye. It’s all about exposing them to different career possibilities and letting them ask questions.
Q: So, like pointing things out in everyday life, too? Like relating what they see to their toys, like your magnet tiles example?
JJ: Exactly. It’s about connecting everyday experiences to career ideas. For instance, my oldest has a subscription box from Kiwico, which sends little builder kits. They love Mark Rober, so we can say, “Hey, you can build this robot, and here’s how engineers and technicians make these robots work and get them shipped so you can have your Crayola crayons on time.” I try to introduce it as much as possible, but like any parent, sometimes it may roll off their back. Other times, they lean in and show real interest.
Q: That makes sense. My next question ties into what you were just mentioning: what role do you see schools, after-school programs, and parents at home playing in planting those seeds early?
JJ: Schools have some amazing career exploration programs. Some are really embracing STEM, robotics, and hands-on building opportunities. For example, our flagship program, Skills Jam, partners with Big Brothers Big Sisters and the Carpenters Union in San Diego to host events where kids get to build birdhouses, swing hammers, and drive nails for the first time. Even at my youngest daughter’s preschool, I’ve done hands-on activities like this.
There are really great programs connecting local employers with students. I’ve seen community-based initiatives with companies like John Deere, engaging young people from an early age. That 10-year-old in a classroom could ultimately become a journeyman welder or another skilled trades professional. I see a concerted effort happening not just within schools—elementary through post-secondary—but also with employers leaning in, knowing they need to cultivate the next generation of workforce development.
Q: Many parents and teens still see college as the default path after high school. What do you think needs to change in how we talk about trades so that they’re viewed as equally valuable?
JJ: Let me back up a little and share the origin story of the Skilled Careers Coalition. A few years ago, we looked at the landscape and realized there’s some really remarkable infrastructure—great programs, passionate people, state-based systems, nonprofits, and employers doing incredible work. But we also saw a stigma. Skilled trades needed to be repositioned as “skilled careers.” We wanted young people to understand that trades—whether woodworking, welding, graphic design, or video production—can be launchpads to high-pay, high-purpose careers. There was a real vacuum in how trades were perceived, and that’s what led to starting Skills Jam.
Skills Jam is a youth-for-youth media platform designed to connect directly with Gen Z and Gen Alpha. It’s about planting a seed early, showing that just because Dad might get frustrated with a plumber, that doesn’t mean the plumber’s job isn’t valuable. These are skilled professionals making good money, contributing to the community, and doing meaningful work.
From a young age, kids start eliminating options from their “what I could be” list. Our hope is that Skills Jam content—shared across social media channels like YouTube, TikTok, and Instagram—pauses that process and encourages them to consider skilled trades as a viable path. If a young person can see it, they can be it. It’s not about competing with a four-year college or the Armed Forces; it’s about showing there are other meaningful, purposeful paths.
Q: So the “youth-for-youth” mindset—does that mean Skills Jam is like an Instagram that kids follow to get information through social media? How would they access it?
JJ: Exactly. Skills Jam is a youth media brand. Our two primary channels are YouTube and TikTok, which are where Gen Z and Gen Alpha are most active. We also have an Instagram channel, which skews a bit older. The goal is to meet young people where they are—if I’m a fishing boat captain, I go where the fish are, not just drop a line and hope.
It’s not just about the channel; it’s about the message and delivery. Content isn’t overly polished—it’s authentic, direct, and relatable. Many brands have strong employer branding, but they aren’t positioned to have an authentic conversation with Gen Z. Skills Jam fills that gap. Young people engage with our content and can explore careers via our microsite with Blue Recruit, which details different career pathways. We create short- and mid-form content meant to reach Gen Z on platforms where they already spend their time.
Q: So why do you think hands-on training resonates strongly with students who might not thrive in traditional classrooms? I’m talking about students in high school who maybe aren’t understanding a math concept very well. Why do you think hands-on training that leads into a trade resonates so strongly with them?
JJ: I mean, it’s very tactical. The sit-and-learn approach might work for many young people, but it’s not for everybody. Asking a young person to sit still and engage in five hours of classroom education can be really tough. That’s why you’re starting to see more blended programs—whether it’s a high school partnering with a community college for shared credit programs.
Sometimes high schools have resource constraints—they might not have a construction lab or a welding setup—but the community college does. Integrated programs are growing because academics like STEM and English are important, but they’re not the only pathway. If you want to become a small business owner running a plumbing business, you need digital literacy, financial literacy, communication skills, but some people gravitate more toward practice than theory. It’s important to provide multiple pathways.
To go back to a story I shared earlier—I visited John Deere’s manufacturing plant in Iowa, where they construct construction and forestry equipment. They have a registered high school apprenticeship program where 16-year-olds learn how to weld on the factory floor. It’s spearheaded by John Deere with buy-in from the UAW union and local businesses. These 16-year-olds do 20 hours per week in the classroom and 20 hours per week at John Deere during the school year, and 40 hours per week during the summer. These are paid apprenticeships with benefits—they earn while they learn. You’re seeing more of this because education isn’t one-size-fits-all. The innovation happening right now is amazing.
Q: Do you have any specific examples of students whose outlook on their future careers completely shifted after these programs?
JJ: Yeah. One apprentice shared that school wasn’t his thing. He struggled with grades, had trouble focusing, and got into trouble at times. But he found purpose and identity in welding. He bought a Ford Mustang with cash and made $80,000 last year. He realized he could have an incredible career, provide for a family, buy a home—things he didn’t envision for himself at a younger age.
Another example is Montecito High School in Ramona, California. It’s a continuation high school with students who’ve experienced trauma, homelessness, or food scarcity. Instructor Nick Jordan has built a program that turns these students into skilled tradespeople. His teams have won state championships in SkillsUSA competitions multiple years in a row and competed at nationals. Some students even participate in signing days with Swinerton, similar to athletes signing scholarships. They find purpose and direction through these programs.
Q: My last question is about the stigma that trades are male-dominated. You have two daughters—how do you talk to them about career possibilities in the trades? How do you ensure women feel welcomed and supported?
JJ: It goes back to getting on their level and cultivating curiosity. Use enabling language rather than limiting language. Find parallels—they might be interested in fashion or design, but the same fundamentals apply in trades. For example, designing a layout can translate to designing an HVAC system. I talk about it through examples like Taylor Swift concerts with my daughters—showing them that the stages and lighting are built by people in trades. We even did a Skills Jam series at Sofi Stadium, highlighting the careers that make the venue possible.
On a practical level, young women often need trades apparel that fits. Workwear and boots are often designed for men, which can be encumbering. Designing tools and apparel for women makes a difference. Expose all kids to a variety of careers early, have frank conversations, cultivate their curiosities. Point out that both men and women build these things—it reinforces that they can pursue any career.
Kenneth Kellum, Carpentry Teacher, Jacksonville High School (NC)
As a dedicated carpentry teacher, Kenneth Kellum has guided his students to multiple appearances at SkillsUSA’s National Leadership and Skills Conference. In 2023, his all-girl team—including his daughter—garnered national attention and was featured in SKILLS JAM, SCC’s youth-led YouTube series. His teams continue to compete at the national level, inspiring students in the trades and showcasing the impact of mentorship and hands-on learning in vocational education.
Q: As a high school carpentry teacher, what do you see as the impact when students are introduced to vocational skills before they graduate?
Kenneth: Trades give students opportunities they might not see in a traditional classroom. For many students, it’s the first time they get to work with their hands and create something tangible. That sense of accomplishment is huge—it builds confidence and pride in what they’re capable of. Plus, it gives them a concrete understanding that there’s a real career path available, one where they can be skilled, independent, and financially stable. Some students discover strengths and interests they didn’t know they had, and for others, it provides a sense of purpose that keeps them engaged in school overall. It’s life-changing for a lot of them.
Q: Do you think exposure to hands-on skills should start even earlier than high school? If so, how?
Kenneth: Absolutely. In North Carolina, we don’t even call it “shop class” in middle school anymore; we call it “hands-on career class.” Students are using hammers, building small projects, and learning the basics of problem-solving and measurement. What’s amazing is how many kids who might not think they’re “school material” suddenly light up when they get to work on something practical. By the time they hit high school, those students are already hooked and more motivated to explore vocational pathways. Early exposure gives them confidence, helps them understand what they enjoy, and makes them more likely to consider trades as a real option for their future.
Q: From your perspective in the classroom, what misconceptions do students or parents often have about the trades?
Kenneth: Most parents still think college is the only path to success. They hear that, and they assume trades are a fallback, or that their kids won’t make good money without a degree. But when students actually get into a shop class, they often fall in love with it. They realize it’s hands-on, challenging, and creative work, and that it offers real opportunities. In my experience, about 70% of my students go on to the military or a trades career, and they’re making solid livings. It’s about showing both parents and students that these careers are valuable, rewarding, and absolutely respectable.ortunity there.
Q: Your students’ success at SkillsUSA has put a spotlight on these careers. How do competitions and programs like this help shift public perception?
Kenneth: SkillsUSA, which used to be called VICA, has over 200 competitions—most of them focused on trades like carpentry, welding, plumbing, and electrical work. These competitions let students show off their skills in a professional, competitive environment. I remember in 2010, taking 60 kids to the state competition for the first time. It was eye-opening for both the students and the community. Programs like this let people see the creativity, technical skill, and problem-solving involved in trades work.
It helps shift the perception from “blue-collar work is second-rate” to “this is valuable, challenging, and respected work.” It’s also a great confidence boost for students—they realize they can compete and excel on a state and even national stage.udents show their skills, and the public starts to see the value in what they do.
Q: What differences do you notice in students who thrive with hands-on, project-based learning compared to those who struggle in traditional academic settings?
Kenneth: Students who excel in hands-on learning tend to be more engaged and motivated because they can see the results of their work immediately. They learn by doing—they figure out problems, measure twice, cut once, and adapt as needed. Students who struggle in traditional classrooms often feel lost in lecture-style learning, but give them a project, and suddenly they’re leaders, problem-solvers, and team players. Hands-on learning also teaches perseverance, patience, and attention to detail—skills that are valuable in any careers.
Q: Can you share a success story of a student who discovered their strengths through carpentry or SkillsUSA training?
Kenneth: Back in 2014, I took a group of students to a competition. One young man, a stereotypical country kid, had never flown on a plane, used an escalator, or traveled far from home. He was nervous and hesitant, but we coached him through it step by step. By the end of the trip, he told me the experience changed his life. He appreciated being part of the team, gained confidence, and saw that he could succeed outside his comfort zone. He went on to a career in trades, running his family’s plumbing business. Moments like that remind me why vocational education is so important—it opens doors that might never have been considered.
Q: When you talk to your students about their future, what career paths do you highlight in carpentry and the wider skilled trades?
Kenneth: I tell them upfront: this work isn’t easy. You’re going to be outside, in all kinds of weather, and you have to be prepared to put in the effort. But the payoff is huge. I have about ten students who now own their own carpentry businesses. You won’t get anything handed to you, but if you put in the work, the earning potential is unlimited. Trades offer independence, creativity, and real financial stability. I try to be honest with students—if you’re willing to learn, work hard, and keep building your skills, there’s no limit to what you can achieve.
Q: What would you say to parents who worry about financial security or long-term growth for their kids in the trades?
Kenneth: I’d say, I would never tell a student that college is overrated—but I would tell them this: if your child goes to a career center, learns a trade, works as a journeyman, and eventually starts their own business, they won’t have any debt. People in trades can make way more than people who go to college, and they don’t have student loans hanging over them. Trades offer financial security, career growth, and the ability to build something tangible that lasts. It’s a path that’s often overlooked, but it’s incredibly rewarding.
Q: You’ve coached several all-girl or girl-led teams to nationals. What does that say about how the trades are evolving?
Kenneth: It shows that anything is possible. Trades used to be almost entirely male, but that’s changing. My daughter wanted to get involved, and then her friends joined. The 2023 team consisted of my daughter and her friends. They faced a few looks or snickers at competitions, but they proved that gender doesn’t define capability. Young women can compete, excel, and lead in trades. It’s inspiring to see how much they achieve when given the opportunity.
Q: What advice do you give young women, including your daughter, about pursuing careers in industries that have traditionally been male-dominated?
Kenneth: I tell them to go for it—don’t let stereotypes hold them back. Focus on developing your skills, working hard, and being confident in your abilities. Trades don’t care about gender; they care about competence, creativity, and dedication. I also encourage them to support each other and be role models for the next generation of women in trades.
Q: How have you seen vocational training and programs like SkillsUSA impact not just individual students, but the wider Jacksonville community?
Kenneth: These programs build confidence, pride, and a strong work ethic in students, which translates into stronger communities. Local businesses benefit because they gain skilled workers who are ready to contribute from day one. The community sees these students achieving, competing, and building tangible results—whether it’s a project or a competition win—and it elevates the perception of trades overall.
Q: Do you think local businesses and schools are working closely enough together to build a strong pipeline of future skilled workers?
Kenneth: There’s room for improvement. When schools and businesses collaborate more, students gain real-world experience, and businesses get a skilled workforce. Apprenticeships, internships, and partnerships are key. The more we can connect education and industry, the stronger our pipeline of future skilled workers will be.
Q: What changes would you love to see in schools or education policy that would better support vocational programs and hands-on learning?
Kenneth: More financial support would allow us to take on bigger projects. Right now, my class builds about ten sheds a year, which is great practice. But imagine if we could build a house each year and donate it—that would be an incredible learning experience and a huge benefit for the community. Programs like this teach teamwork, problem-solving, and real-world skills. Supporting hands-on education at this level can change lives, communities, and the perception of trades for generations to come.
Desiree Hill (@SheMechanic, TikTok)
A mom and career transitioner, Desiree left a stable nursing career to follow her passion for mechanics. Entirely self-taught, she built Crown’s Corner Mechanics into a thriving auto body business. Through her TikTok platform, she inspires women and young girls to pursue careers in the trades, while mentoring her daughter, who she hopes will one day take over the family business.
Q: How are you introducing vocational skills to your daughter?
Desiree: She just turned 11. I actually started introducing her to these skills when she was about six. It’s kind of funny, because as I was learning the trade myself, my kids were right there the whole time. I did it alongside them from day one.
As I got older and trained myself more, became more knowledgeable, opened my own shop, got equipment, and learned all the programs, I kept progressing. Then I brought them back in and was able to teach them, rather than having them just train along with me.
Q: She was six when you started this—so you kind of did a lot of it with them. Do you think seeing you in action helped get her hooked?
Desiree: Yeah, exactly. For example, my son—he’s 21 now and a mechanic in the Army—when I started, he was in high school, just playing video games, not really interested in anything. I didn’t force him, but I would bring him out into the garage with me, try to make it seem interesting, and kind of make him feel like I needed him.
At the time, it was just me and my kids; I was divorced, so I had to think, “What can I do to reel him in?” I introduced the trade in small ways—like, “Can you hold this for me? Can you organize that? Can you research this for me?” And over time, he started enjoying it and wanted to learn more on his own. It really became a bonding experience for us, learning and working as a team.
Q: So for parents who want to spark curiosity in their kids about hands-on work or trades but don’t know where to start, what would you suggest?
Desiree: I think a good route is doing it with them and making them feel needed—even if you yourself aren’t in a skilled trade. My son didn’t want to go to college, so I had to create a path for him. There weren’t programs at his high school, so I had to show him the options through what I was doing.
Even as a grown-up, you can look for local classes, like Home Depot workshops or other community programs. Learn something alongside your child—it might not be something you pursue professionally, but it gives your child an option, a hobby, or even a potential career path. The key is showing them possibilities they wouldn’t otherwise see.
Q: You’ve built a large platform by showing the reality of your work as a mechanic. What do you think social media can do to shift perceptions of blue-collar careers?
Desiree: I think we need to make it about our everyday lives, not just the work itself. Show how it affects our families, our communities, our employees. Make it more about the journey and not just a job. People focus too much on the label—“he’s a plumber, she’s a mechanic”—but what about the lives behind those jobs? The families, the small businesses, the teamwork?
Making it about the day-to-day, the people, and the satisfaction of the work makes it inviting. And when you bring your kids into it, that really makes a difference. For example, my daughter never had to be asked to come into the shop. She saw what I was doing, saw my progress, and got excited about it. She saw Mom getting dirty, building engines, and realizing it’s about creating something that works and matters. The gratification and satisfaction that comes with it drew her in naturally.
Q: Having transitioned from nursing to mechanics, how do you respond when people undervalue the trades?
Desiree: I’m disappointed—very disappointed. Skilled trades are the foundation of our country. Without them, nothing runs; things in your house won’t get fixed, installed, or maintained without skilled trade labor.
It’s offensive how little respect tradespeople often get. If I went back to the hospitals I worked at and approached the physicians there as a mechanic, the respect would drop to the floor. And that’s sad because, at the end of the day, what I do on a vehicle is just as skilled and critical as what they do on a human. There’s no respect for that.
If more people shared their stories—showing the journey, the training, the day-to-day challenges, and the satisfaction that comes with it—it would open people’s eyes. It’s not just about the skilled trades themselves; it’s about educating children and the broader public about what these careers really involve. Right now, too many people are uninformed, and that lack of awareness holds back programs and opportunities for kids.
Q: So you’re largely self-taught. How did that process work for you? Did you learn just by watching videos, or how did it all come about?
Desiree: At first, I was just googling and watching YouTube videos for about six months. But then I realized this was something I wanted to take seriously. I ended up pulling the curriculum from a local college that had a training program. As a single mom, I couldn’t just go back to school—I’d already been to college and earned a couple of degrees—so I recreated the curriculum at home. I ordered all the books, studied them, and tested myself the same way students did in the program.
Hands-on training was the next step, just like in nursing. In nursing, you have classroom work, but toward the end, you spend months working in hospitals or doctors’ offices. I applied the same principle in mechanics. That’s when you start learning about the software dealerships use, like All Data, where you can enter a VIN and diagnose what’s wrong with a vehicle. You also learn about diagnostic machines and other equipment. But you don’t really know how to use them until you get hands-on experience.
Q: When you did your hands-on training, did you reach out to dealerships, or how did that work?
Desiree: While I was still nursing, I needed a way to make more money after my divorce. I started flipping cars—buying inexpensive cars, fixing them, and reselling them. I wanted them to be reliable and safe, not just cheap. I began researching issues with the cars and fixing them myself, because I couldn’t afford to pay a mechanic. My son helped me, and we started with simple repairs like a throttle body or a water pump.
As we got better, we tackled more complicated projects. Eventually, we were removing entire engines, breaking them down to understand every component. That hands-on work taught me how to put everything back together and gave me a deep understanding of engines. Over time, I got to the point where I now build engines.
Q: And how did you bring your daughter into this process?
Desiree: I treated it the same way with her. I started by having her take apart an engine in my engine room. I taught her every single part she was handling, and then we rebuilt it with fresh parts. She learned exactly where each bolt, piston, and water pump went, giving her a real understanding of engine schematics and mechanics from the inside out.
Q: So you left a respected, stable career in nursing to pursue mechanics. What convinced you that this path could offer just as much, if not more, opportunity and financial stability? Or was it more about taking a chance on yourself?
Desiree: The main reason I started looking for a way to make money on the side was that I wanted to be a business owner—I wanted to be my own boss. At the time, I was commuting 12-hour shifts and spending three hours a day in Atlanta traffic. I barely saw my kids, and even though I was nursing, as a single mom with a house, daycare, and two kids, I had almost no money left over.
I was miserable and unhappy, already going through depression in my personal life, and I knew I had to make a change. I realized that everybody needs a car, so I started selling cars on the side to see if that could give me the financial flexibility to figure out my next path. I had no clue at the time that I’d end up in mechanics—I was just flipping cars, getting really good at buying, selling, and fixing small issues. Eventually, I realized I was making more money doing this out of my home than working 12-hour nursing shifts.
Neighbors started noticing my skills and asking me to fix their cars. At first, I resisted, thinking, “I’m not a mechanic,” but they convinced me otherwise. That’s when I launched my mobile mechanic business. I invested in a $5,000 diagnostic computer, got access to the All Data system, loaded all my tools into my trunk, and started testing it. Within a year and a half, my mobile mechanic business took off, and later, I opened my own shop.
Q: And that’s around the time you started documenting your journey on social media
Desiree: Yes! I recorded everything from the very beginning—even before the mobile mechanic business, back in my carport. My followers have been there since day one, watching my kids grow, seeing my life changes, and following the business grow.
Q: How do you hope your work and presence on TikTok and other social media platforms inspire young girls to picture themselves in these spaces?
Desiree: I want them to know they have options. One career doesn’t have to define you. If you’re unhappy, it’s okay to pivot and find something enjoyable. Mistakes are part of the journey—I’ve changed careers three times.
I also want girls to see that women are thriving in male-dominated blue-collar careers. Seeing us succeed shows them it’s possible, that it can be hard work but also rewarding, and that they can be accepted and respected. Showing the workplace, interactions with fellow employees, and customer experiences gives a full picture—not just the job itself—so they can imagine themselves in these roles without fear of judgment or misunderstanding.
Q: What impact have you seen your business have in your community? I know you mentioned neighbors initially asking for your help—how has it grown since then?
Desiree: Impact-wise, I’m seeing a lot of teenagers coming in and starting to intern. Parents are messaging me all the time, asking me to expand programs because local schools don’t offer exposure to opportunities like SkillsUSA. I feel like I’m making them more aware of career options, and that’s having a huge impact.
Q: What is one thing you wish educators did differently to expose more students, especially young women, to vocational career paths?
Desiree: I think schools need to bring in both men and women for every career during events like career day. Too often, careers are presented as gendered—male firefighters, female in home economics, for example. Girls shouldn’t feel like the weight room or any career path isn’t for them. They should see opportunities across the board, and understand that anyone can pursue any path.
Q: You’ve become a role model for women in a male-dominated industry. Have you faced challenges, and how did you overcome them?
Desiree: Absolutely, especially in the first couple of years. With my mobile mechanic business, people didn’t see my face online—they’d schedule an appointment, and then a woman would show up to fix their car. Many men thought it was a joke or that I wasn’t capable, sometimes even dismissing me because I was “pretty.” Surprisingly, some older women reacted the same way, because they hadn’t grown up seeing female mechanics or blue-collar workers.
I had to fight for the opportunity, just asking people to give me five minutes to talk about their car and show that I knew what I was doing. As my business grew, I encouraged customers to leave reviews, which helped others see my expertise. Over time, those challenges diminished, and my reputation has solidified.
Q: Did social media help with that perception?
Desiree: Definitely. When I was running my mobile mechanic business, I ramped up recording everything I was doing because I hit so many brick walls. Sharing my process online helped people see that I was the real deal, which made a huge difference for my business and credibility.
How Can Women be More Attracted to the Trades?
Insights from Rich Camacho, BlueRecruit:
- Focus on Personality Fit, Not Gender:
There’s often too much focus on identifying which trades are “good for women.” Instead, we should be aligning individuals—regardless of gender—with trades that suit their personality and preferences. For example, plumbing isn’t ideal for anyone—male or female—who can’t tolerate strong odors or waste. Similarly, someone afraid of heights shouldn’t be a roofer, but that same roofing job could be a great fit for a woman who thrives in that environment. It’s about the person, not the gender. - Early Exposure Through Education:
Gina, a board member of the She Built Foundation, is helping lead efforts to introduce young women to careers in construction and automotive. The foundation recently released two books showcasing the wide range of opportunities available to women in these industries. Their mission is to spark curiosity and interest in the trades early on. - Leveling the Hiring Playing Field:
After exposure, the next major hurdle is access. Research shows that women apply to about 20% fewer jobs than men—largely because they’re less likely to apply unless they meet all listed qualifications. This highlights the need to remove traditional application barriers and minimize both conscious and unconscious bias in the hiring process. At BlueRecruit, we’ve seen real results from this approach: in Q2 2025, 40.8% of our active users were women. By hiding identifying information and allowing employers to reach out based on skills alone, we’re helping to break down artificial barriers and increase women’s representation in the trades, which currently hovers around just 11%.
What Are Some of the Most In-Demand Trades Right Now?
Here is a gender breakdown of BlueRecruit active users in Q2-2025
Top In Demand Trades (Last 3 months; hourly pay per hour are national averages):
- Electrician – $40.55 phr
- HVAC – $37.91
- Carpenter – $33.68
- Automotive Technician – $47.73
- Plumber – $40.90
Top Trades by Volume for Females on BlueRecruit:
- Welder / Fitter – 20.8% female (20.8% of the total welders on BlueRecruit the last 3 months were women)
- Forklift Operator – 21.0% female
- Electrician – 20.2% female
- Carpenter – 18.8% female
- Automotive Mechanic / Technician – 20.5% female
- Housekeeping – 45.2% female
- Delivery Truck Driver – 22.1% female
- Unarmed Security Guard – 28.4% female
- Construction General Laborer – 20.8%
- Heavy Equipment Operator – 19.0% female
The message for parents is simple: the skilled trades are real, rewarding career paths — and your kids should know it. These are not “backup” options; they’re high-demand, high-paying careers that offer independence, hands-on learning, and long-term growth. By talking to your children early, exposing them to mentors, and showing them examples of women and men thriving in these fields, you can help them see opportunities they might never have considered.
Whether it’s a daughter learning from a mobile mechanic, a teen competing in SkillsUSA, or students exploring construction and carpentry programs, the takeaway is the same: the trades offer purpose, stability, and success. It’s time to start the conversation today — because when kids know the possibilities, they can imagine futures beyond the traditional paths and thrive in careers that are in demand now and for years to come.
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