This paper proposes a critical assessment of equality policies from a theoretical standpoint. As an analytical proposal, this idea is exemplified within the educational context of Vocational Education and Training in Spain, specifically in the Region of Valencia. We have analysed Order 85/2016, insofar as it establishes mechanisms that seek to encourage access by women to professional fields which have been historically and culturally masculinised. Our analysis is based on two key questions: Does this policy succeed in increasing the number of women who undertake studies in masculinised professional fields? Is providing access to training sufficient to drive changes in gender relations? To approach these questions, we have reviewed the theoretical framework that gives rise to public policy and performed a comparative analysis of the number of enrolments registered since these mechanisms came into force. Our findings have led us to conclude that not only does this policy fail to fulfil its goal of encouraging women to enrol in certain studies, but its theoretical implications have paradoxically been found to heighten the gender divide.