tool kit anything you can do i can do too! · question 11. what is former national football league...

©Copyright ~ InterLink

Tool Kit Anything You Can Do

I Can Do Too!

Gender Equity and

Nontraditional Careers

Candy Slocum ~ InterLink [email protected]

www.interlink-ntx.org 1

InterLink Gender Equity and Non Traditional Resource Links • InterLink – the portal to labor market information: www.interlink-ntx.org • InterLink – Link to Gender Equity Toolkit: www.interlink-ntx.org/directlink/genderequitytoolkit.pdf • Interlink-InterLink – TEA and STEM occupations: http://www.interlink-ntx.org/directlink/nontradional occs.pdf • InterLink – Link to “There’s No Place Like Home”: www.interlink-ntx.org/directlink/noplaceDFW2012.pdf • InterLink – “The Game Changers”: http://www.interlink-ntx.org/directlink/GameCH2012.pdf • Explore Careers in Science, Technology, Engineering, and Math (STEM): http://www.sciencebuddies.org/

• National Association of Partners in Education (NAPE) Gender Equity Website: http://www.napequity.org/foundation/page.php?55 • STEM equity: http://www.stemequitypipeline.org/

• Survey Instruments • How to Conduct Interviews • How to Conduct Focus Groups

• Gender Awareness Activities: http://home.cod.edu/academics/specialprograms/nontraditional/activities

• Attitudes Toward Gender Roles - Biased Job Titles - Gender Jeopardy - Gender Roles - Take the Equity Challenge! (for instructors)

• Government Accounting Office Report, Gender Pay Differences: http://www.gao.gov/products/GAO-12-10 • Rutgers Non Traditional Career Resource Center: http://www.ncrc.rutgers.edu/ • Gender Diversities & Technologies Institute: http://www2.edc.org/GDI/

• What about the boys: http://www2.edc.org/gdi/publications_SR/males.pdf • Gender Healthy Schools video: (18 minutes) http://www2.edc.org/gdi/GHRS_video.htm

• Reducing Stereotype Threats: http://www.reducingstereotypethreat.org/ • Gender Equity Center, Stanford: http://www.stanford.edu/group/gender/ • Vernice Armor – Sign up for Newsletter: http://vernicearmour.com/meet-flygirl/our.com/meet-flygirl/

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http://www.interlink-ntx.org/



http://www.interlink-ntx.org/directlink/genderequitytoolkit.pdf



http://www.interlink-ntx.org/directlink/nontradional occs.pdf



http://www.interlink-ntx.org/directlink/noplaceDFW2012.pdf



http://www.interlink-ntx.org/directlink/GameCH2012.pdf




http://www.sciencebuddies.org/

http://www.napequity.org/foundation/page.php?55

http://www.napequity.org/foundation/page.php?55

http://www.stemequitypipeline.org/

http://www.stemequitypipeline.org/

http://home.cod.edu/academics/specialprograms/nontraditional/activities



http://www.gao.gov/products/GAO-12-10







http://www.ncrc.rutgers.edu/

http://www.ncrc.rutgers.edu/

http://www2.edc.org/GDI/



http://www2.edc.org/gdi/publications_SR/males.pdf



http://www2.edc.org/gdi/GHRS_video.htm

http://www.reducingstereotypethreat.org/



http://www.stanford.edu/group/gender/

http://vernicearmour.com/meet-flygirl/our.com/meet-flygirl/







Activity ~ Gender Jeopardy

Getting to know you! • Half of you have pink questions and half have blue questions.

• Approach those with opposite color sheets, introduce yourself and your school district. Introduce yourself to as many people as possible trying to complete as many answers as possible. (10 minutes)

• You may need to make more than one round to complete your sheet.

• The first to complete the entire sheet calls out, or we’ll stop at 10 minutes.

• Pair up as a couple, one holding one pink and one blue sheet.

• Introduce each other to the entire group:

– Name

– The school district and content where they teach

– We will review the answers together

©Copyright ~ InterLink 2011 Source: New York State Project for Non-Traditional Employment and Training ~ www.cod.edu

Question

1. Who was Sally Ride?

2. Who was the first female pilot to attempt to fly around the world?

3. Who was the first person to win two Nobel Prizes?

4. Who was the first African-American woman millionaire?

5. Which western state is the only one that has more men than women enrolled in higher education?

6. In what city was the first nursing school for men started?

7. Who was the first female Supreme Court justice?

8. What health care occupation employs only 5-7 % men?

9. In which field do women receive nearly twice as many doctorates as men?

10. In which level of education do we find the fewest male teachers?

Getting to Know You ~ Gender Jeopardy Questions

Source: New York State Project for Non-Traditional Employment and Training ~ www.cod.edu

Question Answer Question Answer

1. Who was Sally Ride? 1. America’s first

woman

astronaut

6. In what city was the first

nursing school for men started?

6. New York City

2. Who was the first

female

pilot to attempt to fly

around

the world?

2. Amelia Earhart 7. Who was the first female

Supreme Court justice?

7. Sandra Day

O’Conner


person to win two Nobel

Prizes?

3. Marie Curie, the

first for Physics in

1903 and the

second for

Chemistry in 1911

8. What health care occupation

employs only

5.7 % men?

8. Nursing


African-American

woman millionaire?

4. Madame C.J.

Walker, who

developed a line of

black hair products

and the

straightening comb

9. In which field do women

receive nearly twice as many

doctorates as men?

9. Education

5. Which western state

is the only one that has

more men than women

enrolled in higher

education?

5. Utah 10. In which level of education

do we find the fewest male

teachers?

10. Elementary


Question

11. What is former National Football League lineman Roosevelt “Rosie” Grier’s favorite hobby?

12. .What product did former New York Jets’ quarterback Joe Namath make famous by showing off his legs?

13. What artistic endeavor did former Chicago Bears’ wide receiver Willie Gault enroll in to perform his sport with more

grace and precision?

14. What female tennis star beat a male competitor in a challenge match on national TV?

15. Under what constitutional amendment did women gain voting rights nationally?

16. What non-traditional worker was returned to “domestic bliss” at the end of World War II?

17. What major political position did Geraldine Ferraro run for, making her the first women ever to attempt this?

18. Which profession seems more glamorous when men do it, even though they only hold 16 % of these jobs?

19. In which field do men receive nearly five times as many doctorates as women?

20. What was Ben Stiller’s occupation in Meet the Parents?


Getting to Know You ~ Gender Jeopardy Questions

Question Answer Question Answer

11. What is former National

Football League lineman

Roosevelt “Rosie” Grier’s

favorite hobby?

11. Knitting 16. What non-traditional worker was

returned to “domestic bliss” at the

end of World War II?

16. Rosie the Riveter

12. What product did

former New York Jets’

quarterback Joe Namath

make famous by showing off

his legs?

12. Leggs panty hose 17. What major political position did

Geraldine Ferraro run for, making

her the first women ever to attempt

this?

17. Vice President

13. What artistic endeavor

did former Chicago Bears’

wide receiver Willie Gault

enroll in to perform his

sport with more grace and

precision?

13. Ballet 18. Which profession seems more

glamorous when men do it, even

though they only hold 16 % of these

jobs?

18. Cosmetology

14. What female tennis star

beat a male competitor in a

challenge match on national

TV?

14. Billie Jean King 19. In which field do men receive

nearly five times as many doctorates

as women?

19. Engineering

15. Under what

constitutional amendment

did women gain voting rights

nationally

15. 19th Constitutional

Amendment

20. What was Ben Stiller’s

occupation in Meet the Parents?

20. Nurse


Recruitment ~ Retention~ Placement

• Using the tables in this took kit: – Choose at least one category that is of

interest to you or your assigned group.

– Looking at the Root Cause, Theory, and Strategies come up with one action you could use upon return to your classroom.

©Copyright ~ InterLink 8

Recruitment

Root Cause Theory Strategies

Family Characteristics Family has strong influence based upon history, culture and personal beliefs.

• Design activities to: involve, inform, educate

• Involve parents in career plan • Engage:

Newsletter articles

Website information

Parent night program

Open House demonstrations

Student award programs

Peers Peer opinions can influence career interests and decisions.

• Involve like-minded peers • Use students in existing programs

as promoters • Facilitate support groups

Media (can be positive & negative)

Media portrayal of individuals performing job duties of a nontraditional career in a positive light can increase interest.

• Teach critical thinking about the way the media portrays CTE & nontraditional careers

• Highlight positive media coverage


Recruitment ~ Building Enrollment

Root Cause Theory Strategies Counselors Career Counselors are imperative

to the communication of career opportunities.

• Educate career counselors about the changing composition of the workforce

and how many non traditional careers pay more and offer more opportunities • Conduct institution-wide career interest

surveys. • Connect students who have indicated an

interest in nontraditional careers with those program teachers

• Connect high wage technical careers to math, science, and technology courses

Materials and Practices: Assessment Interest Inventories, Marketing and Recruitment

Career guidance materials and practices that adhere to equitable standards can increase participation in classes that lead to nontraditional careers. Traditional awareness-raising recruitment methods such as brochures, talks, or demonstrations alone are helpful, but insufficient to impact career decision making.

• Include information on salaries, benefits, opportunities to advance, and labor market demand

• Include workers of both genders in all informational materials

• Feature stories about nontraditional workers and their accomplishments

• Provide information about high-wage, high-skill jobs for both genders

• Make societal benefits and contributions of NT’s known

• Utilize social media such as Facebook, emails, school website, parent contact system and school TV to inform about career opportunities


Recruitment – Building Enrollment


Campus & Community Collaboration

Collaboration between secondary and post secondary educational entities and community-based organizations, and business impacts the pipeline for nontraditional careers.

• Recruit mentors from business and community based organizations

• College and career fairs with representatives of colleges and nontraditional representatives from targeted employers

• Sponsor an open house or special event that encourages participation in hands-on activities related to nontraditional occupations

• Offer a summer camp for nontraditional students to explore a particular program area

• Invite nontraditional role models to speak in classes and at special events

• Teachers whose curriculum would be part of occupation, i.e. math teacher for accounting, should become part of the team

Early Intervention Provide information about careers at the ages at which young people are most open to considering a nontraditional career, and prior to their essential preparation.

• Conduct interventions for elementary and middle school students in the form of career days and program visitations to preview high school programs


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Recruitment


Publicity Keeping your programs in front of an audience is the most effective way to promote program and student success, and bring awareness to nontraditional opportunities

• Prepare an electronic newsletter featuring programs offered at the school and include nontraditional opportunities in each issue. Feature student success and that of past students

• Focus on targeted careers such as STEM, computer technology, health care, drafting, construction, automotive, etc.

• Include concise and accurate career information including wages, education or training requirements, skill and knowledge needs, and career opportunities within industries (counselors should have this)

• Use role models for testimonials in both print and visual materials – successful past students are great role models

• Take advantage of existing opportunities to promote your message such as bulletin boards, newsletters, student organization meetings and events

• Review all print and visual materials for gender bias. Do not use those that suggest any preference for one gender over the other

• Utilize social media such as Facebook, Second Life, emails, school website, parent contact system and school TV to inform about career opportunities


Retention


Academic Proficiency When women are academically proficient, they are more likely to persist in choosing nontraditional careers, while the opposite is more predictive for men.

• Teach students that ability can be enlarged and expanded

• Identify and assist students who aspire to science and engineering careers but lack academic proficiency

• Provide math and science camps • Use video games that appeal to both genders

Access to and Participation in Math, Science and Technology

Participation and success in math, science and technology courses, especially those taught in “hands-on” manner, increase the likelihood of participation in nontraditional careers.

• Utilize real-life teaching strategies • Kindle and sustain interest in math • Make math and science a requirement • Make available programs such as after

school or weekend or summer camps • Invite and involve and educate parents

Instructional Strategies Curriculum - Essential elements of a bias-free curriculum include: relevancy, inclusive images and text, and hands-on instructional practice.

• Provide comprehensive pre-service and in-service professional development relating to gender issues

• Incorporate student experiences in the instructional process

• Utilize virtual or hands-on activities • Use technology whenever possible including

social media


Retention


Understand the Problem Before Seeking the Solution

Conduct a root cause analysis to determine why students are not entering nontraditional classes or are dropping out of them.

Interview students Who drop out of nontraditional programs Who stay in nontraditional programs Who never choose

Conduct focus groups with Teachers of nontraditional programs Parents Business/Industry/Advisory committee members

Positive campus climate The concept of students in nontraditional roles should be clearly understood by the principal and all teachers and staff. The attitude of a cohesive team of people can be the best advocate for students entering nontraditional programs, and will benefit everyone.

• Clearly stated campus policies • Industry Standards • Sexual harassment policy is in

place and familiar to all faculty and staff

• Professional development • All classroom environments reflects

gender equity awareness • Faculty and staff availability

• Designate at least one staff member as the counselor for nontraditional students

• Provide support groups for nontraditional students

• Highlight nontraditional students in the awards process ©Copyright ~ InterLink

14

Retention


Positive campus climate Encourage nontraditional courses and embrace nontraditional activities

• When a school doesn’t allow a girl to participate in a male-dominated activity or tells a boy cosmetology is not for him, it reinforces traditional stereotypes.

• Allow your students to choose the courses they take. Moreover, support those students who choose nontraditional courses and encourage them to consider nontraditional careers.

Student Isolation Cohort of underrepresented students in a program are more likely to complete than a single individual and they are more likely to: • Have trouble integrating

effectively in to social structure

• Suffer decreased performance

• Drop out

• Parental involvement in activities • Pre-technical preparation • Mentoring – peer or professional

for students enrolled in and considering enrollment in nontraditional classes.

• Support groups – chambers and business associations

• Tutoring • Career and academic advisement • Examples of successful people in

non traditional roles • Special projects


Retention ~ The Classroom

Source: Association of Texas Professional Educators

Root Cause Theory Strategies Positive campus climate

Show fairness in the classroom. Within the first 10 minutes after walking into your classroom, students and other guests have absorbed hundreds of signals from you.

• Take a close look at the posters and other displays you use to decorate the room. Do they depict both males and females engaged in similar activities without stereotypes and biases? If not, you may want to rethink your setup.

• Also, take note of your classroom activities. Avoid pitting girls against boys in room procedures or games, such as lining up or spelling bees.

• When calling on students, ask higher-level questions of both girls and boys.

• A great tool to use is the “tongue depressors in the jar trick.” Write each student’s name on a tongue depressor, then place the sticks in a jar or decorated coffee can. When questioning or prompting students, reach in and choose a stick and call on that student to respond. This will ensure everyone is on their toes and that all students have the same opportunity to be called on, regardless of gender. Plus, principals will love it; “equitable teacher-student interaction” is a key component of the PDAS and similar appraisal systems.

Positive campus climate

Select a variety of books and other resources. Carefully consider the kinds of books you introduce to your students. Stories that depict males and females in traditional stereotypical roles may perpetuate biases.

• It’s perfectly OK to use traditional stories, but follow them up with open discussions about the changes in gender roles that have transpired since the stories were written.

• Also, monitor the books your students borrow from the library and encourage them to search for new experiences.

http://www.atpe.org/resources/student&parentissues/gender.asp


Retention ~ The Classroom

Source: Association of Texas Professional Educators

Root Cause Theory Strategies Positive campus climate

Choose your words carefully

“Boys will be boys” is one of the most harmful phrases uttered by adults in school hallways. Don’t allow yourself to accept this traditional notion. Make it your responsibility to correct students’ speech or actions when it borders on discrimination or bias. All students come into your classroom with preconceived notions. Accept them as they are, but expect them to learn new behaviors. In addition, remember to use “he” and “she” interchangeably in conversation. As a role model for young adults, the words you choose have a lasting effect on the school’s climate.

Positive campus climate

Be aware of cultural differences

With the blend of different cultures in our schools, it’s essential that girls and boys learn to respect each other. Some students arrive at school with gender prejudices instilled by their parents and/or cultures. If you feel cultural attitudes are influencing a student to display chauvinistic behaviors, ask your campus counselor to assist you. While it’s important to always be careful to respect students’ cultures, it’s also important that they understand that discrimination and stereotyping of any kind is not tolerated at school.

http://www.atpe.org/resources/student&parentissues/gender.asp


PLACEMENT


Placing graduates in

employment in the

nontraditional occupation

related to their career

education program is the

whole point!

Faculty, staff and administration

of secondary and

postsecondary vocational

programs can contribute to the

success of their nontraditional

students by using the following

strategies:

•Develop an employer education program to assist them in developing friendly environments to nontraditional students and workers

•Make sure that students are adequately trained and prepared for the workplace. Nontraditional students and workers are often evaluated more harshly on the job.

•Teach all students presentation and assertiveness skills appropriate for the workplace

•Place emphasis on particular skills needed to be a nontraditional worker

•Focus on targeted careers such as STEM, computer technology, health care, drafting, construction, automotive, etc.

•Use role models for testimonials in both print and visual materials – successful past students are great role models

•Take advantage of existing opportunities to promote your message such as bulletin boards, newsletters, student organization meetings and events

•Review all print and visual materials for gender bias. Do not use those that suggest any preference for one gender over the other

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Factors of Change ~ There are several factors underlying most of the expected changes in workforce patterns

1) The growing use of computers, digitization, robotics, satellites, and other

automation and technological change:

Factors that impact the workforce include: • Computers are easy to use and are

finding more applications in all environments

• Computer applications, robotics and satellites are leading to increased use of automated manufacturing systems which can lower production costs

• The emergence of occupations related to

computerization and automation.

• The decline of certain administrative support and manufacturing/production occupations

• Digitization has revolutionized transportable occupations

• Footloose companies export jobs to foreign workers

2) Changes in business practices:

Heightened competition in all sectors has increased the pressure to enhance efficiency and cut costs. Factors that impact the workforce include: • Streamlining or “flattening” of

organizational structures may cause decline or growth of some occupations

• Offshoring to foreign workers may result

in loss of more high skill jobs • More complex insurance policies are

creating demand for actuaries; and more stringent hospital reimbursement policies are creating demand for medical records technicians and medical coding specialists.

• Company mergers

• Implementing quality initiatives • Developing international standards


Factors of Change continued…

3) Increases in research and development (R&D) Competitive pressures on industry have fueled a new emphasis on the discovery of new and better products and the implementation of more efficient manufacturing techniques. Factors that impact the force may include: • Government regulations mandating efforts to

monitor the environment and reduce pollution.

• Growth in science, technology, engineering & math occupations

• Genetics, Biotechnology & Nanotechnology changing the way medicine is practiced

• Biotechnology is genetically rearranging foods and pharmaceuticals .

• New methods of performing work i.e. robotics, satellites, nanotechnology which could reduce the number of workers

4) Demographic Trends Age, ethnicity, gender and culture of the population effects the services and number of workers that are required to fulfill the needs of the population. Factors that impact the workforce may include: • School age population increases, raising

the demand for teach

• Increased percentage of elderly, results in demand for more health service workers such as home health aids and physical therapists

• Texas is rapidly becoming a minority population state with a predominate Hispanic population. This will require the need for Spanish speakers to work in education and businesses.


Factors of Change continued…

5) Changes in the way medical care is provided:

There has been more advancement in the Medical industry in the last 50 years than in the last 200 years prior. Factors that impact the Workforce include: • Introduction of new and better diagnostic

and therapeutic techniques • Higher skills changes in health care

occupations • Providing more services on an outpatient

basis • Demand for specialists in home health care

and physical therapy • Advanced technology • Advanced medical procedures • Genetics = longer life span • Prescription drugs = longer life span • Increased demand for health care workers

6) Trends in law, law enforcement, and government regulation:

The increasing concern for personal safety, coupled with a growing number of government regulations on industrial emissions and environmental quality are leading to demand for workers in these fields. Factors that impact the workforce may include: • Education laws and requirements • Environmental regulations • Interest rates • Trade barriers and sanctions • Taxation • Zoning • Product regulations • Tax incentives and abatements • Wage regulations • Industry regulation or de-regulation ( i.e.

airlines, utilities, etc.) • Crime rate • Immigration laws • Others


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Identifying Factors of Change Not all occupations have a bright future.

Choose an occupation from the TEA List of Occupations. Determine how any of the Factors of Change might affect the future of that occupation.

Occupation Title

Use of computers &

other automation and tech. changes

Changes in business practices

Increased research &

development

Demographic trends

Changes in medical

care

Trends in law & law

enforcement

Government regulations


• TEA Nontraditional Occupations for Women and Men

Source: TEA CTE 2010-2011 Non Traditional Occupations for Men and Women by Bureau of Labor Statistics

• STEM Career List

Source Sciencebuddies.com

Non Traditional Careers for Women and Men







4. Placement



3. Retention



2. Recruitment



tool kit anything you can do i can do too! · question 11. what is former national football league...

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