lessons from the south
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Lessons from the South. WERRC School of Social Justice University College Dublin. Focus of Presentation. Analysis of women’s position in non-traditional occupations and education. - PowerPoint PPT PresentationTRANSCRIPT
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Lessons from the South
WERRC
School of Social Justice
University College Dublin.
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Focus of Presentation
• Analysis of women’s position in non-traditional occupations and education.
• Outline of ‘best practice’ initiatives which seek to address the gender imbalance in non-traditional occupations.
• Focus on key learning and recommendations.
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Analysis of Women’s Position in Non-traditional Occupations and
Education.
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Women’s Location on Labour Market
• Women’s share of employment increased dramatically to 42 per cent in 2005
• Remain concentrated in certain occuaptions and sectors and at lower ranks
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Broad Occupational Group Sep-Nov 05 (%)
Male Female
Managers and Administrators 70 30
Professional 51 49
Associate Professional and Technical 42 58
Clerical and Secretarial 24 76
Craft and related 96 4
Personal and Protective Service 36 64
Sales 39 61
Plant and Machine Operatives 84 16
Other 63 37
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Factors Shaping Segregation at Level of the Workplace
• Organisational culture• Exclusion of women from male networks• Lack of transparency in promotions process• Less training, information and discretion• Higher levels of stress• Balancing work and family life and poor
adherence to family friendly policies.
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The Effect of Segregation
Reflects gender inequality through:– The gender pay gap– Concentration of women in lower levels of
occupations.
Indecon (2002) analysis of the Retail Sector:“35% of males compared to 59% of females were found to earn less than €18,000 p.a. 'a substantially lower proportion of females are in managerial/
administrative positions'.” IT SectorMale dominated, women’s hourly earnings 11-28% less.
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Gender Patterns in Subject Choice
(Leaving Certificate 2000/01) Subject Males (%) Females (%)
Biology 29.8 56.9
Home Economics 9.1 56.8
Physics 25.4 7.9
Chemistry 11.6 12.3
Construction Studies 33.5 2.3
Technical Drawing 24.0 1.7
Engineering 19.6 1.2
Agricultural Science 9.2 2.3
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Gender Patterns in Subject Choice at School Level
• Girls make subject choice early (12-15 yrs)• Type of school (Single-sex or mixed)• Level of provision, related to school
characteristics• Gender stereotyping of subjects• Choice process in schools• Provision of taster programmes.• Persisting in new programmes (e.g. LCA)
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Entry into SET at Third Level
Discipline % Male % Female
Engineering 75.7% 24.3%
Construction 76.9% 23.1%
Computing 77.1% 22.9%
Science 44.2% 55.8%
Total Technology 62.2% 37.8%
Total 40.6% 59.4%
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Entry into SET at Third Level
• Clear gender differences in entry into disciplines at third level
• Males majority of level 7/6 acceptors (55%)
• 81% male uptake of technology courses.• Females majority of level 8 acceptors
(59%)• 62% male uptake of technology courses
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‘Best Practice’ Initiatives To Bring Women Into Non-traditional Occupations:
Key Learning and Recommendations
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Dept of Education and Science Initiatives for Schools
• Introducing science as subject at primary level.• Science, Technology and Gender at primary level
with gender sensitive materials• Focus in the Chief Inspector’s Report on Second
level schools • Establishment of the Science Engineering and
Technology (SET) Committee to advise on girls up-take of maths, science and technology subjects.
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Science Foundation Ireland
Small-scale Initiative to address the under-representation of women in SET comprising of three strands:
1. one at school leavers
2. one targeted at Institutions,
3. one at women working in SET within
academic settings.
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SFI School Leaver Initiative
Scholarship
• 4 year degree course
• Stipend
• Equipment
• Mentoring
• Internships
10 per year from 2006.
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SFI Institute Development Awards (3)
Comprised both research and intiatives.Key Learning:• Absence of gender balance• Lack of role models/mentors• Organisational culture• Critical point in emergence of inequalities
is transition from PhD completion into independent career.
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SFI Institute Development Awards (3)
Recommendations:• Mentoring programme for postgraduate students• Careers Advice • Childcare supports • Family-friendly policies • Monitoring workloads• Establishing a network of women in SET• Monitoring gender balance indicators in the
University.
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SFI Career Advancement Awards
• Small-scale intiative to address low numbers of women applying for general competitive SFI research awards.
• State periods of eligible leave without fear of affecting chance of success.
• Much higher rate of applications, all women
10 awards in 2006
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Outcomes of SFI Initiatives
• Data on women in SET faculties
• Made contact/created network of new group of women researchers
• Increased awareness and demand among women
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Women In Technology and Science (WITS)
WITS Forum 2003• Predominantly male culture in SET• Different publication rates for men and women.• Difficulty returning after career break• Lack of appropriate role models and mentors • Women’s low participation in SET decision and
policy-making.• Need for gender dissaggregated statistics. • The need to mainstream gender issues in science
decision and policymaking.
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WITS
WITS 2003 Forum Recommendations: • Return to work fellowships.• Professional updating courses.• Gender-proofing publication evaluation criteria.• Role model and mentoring schemes.• Target of 40% women on State boards.• Dedicated ‘Women in SET’ unit at the
Department of Enterprise, Trade and Employment.
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WITS
On-going WITS Initiatives:
• Role Model Days
• WITS Talent Bank
• Diploma Course Women into Management in Food Industry
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Apprenticeships
• Women increasingly invisible in apprenticeships
• Electrician, Painter and Decorator, Motor Mechanic and Cabinet Maker
Recommendations
• FAS bursary to support recruitment
• Introductory training for women
• Promotional campaigns
• Sector/Region based initiative
• Extend into female occupations e.g. Hairdressing
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EWM Submission to the Forum on the Workplace of the Future
Tackle vertical segregation at workplace level:• Address indirect discrimination in recruitment
and promotion systems• Pro-actively develop women for management• Incorporate greater accountability into
organisational practice• Awareness raising programmes to show how
equal opportunities benefit all employees, and the organisation more generally
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EWM Submission to the Forum on the Workplace of the Future
Tackle vertical segregation at Policy level:• Actions on work life balance/childcare• Promote ‘good practice’ programmes and
policies implemented by organisations • Recognise and incentivise good equality
practice • Support returners programmes • Support women’s business networking
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EWM Submission to the Forum on the Workplace of the Future
Tackle occupational segregation at workplace:
• Incorporate equal opportunities and work life balance policies.
• Provide sector specific (e.g. SET) returners’ programmes to reduce downward mobility
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EWM Submission to the Forum on the Workplace of the Future
Tackle occupational segregation at policy level:
• ‘Centre of expertise’ to tackle segregation in specific sectors
• Initiate outreach and scholarship programmes for women taking degrees in non-traditional areas
• Provide incentives to support reintegration to quality employment e.g. employment grants
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FOCUS ON TRADE UNIONS
LIFT: women in trade unions
Address under-representation of women in TU: • research, • leadership training and training resources, • equality auditing and • the development of a women’s network.
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CONCLUSION
• Segregation results in inequality.• Addressing segregation must happen at all levels• There is’Good Practice’ examples but limited in
scope and impact.• Need more systematic support, evaluation and
mainstreaming.• The challenge is addressed to many levels and
partners throughout society.
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Lessons from the South
WERRC
School of Social Justice
University College Dublin.