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.

• Outline of ‘best practice’ initiatives which seek to address the gender imbalance in non-traditional occupations.

• Focus on key learning and recommendations.

Analysis of Women’s Position in Non-traditional Occupations and

Education.

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

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

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.

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.

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

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)

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%

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

‘Best Practice’ Initiatives To Bring Women Into Non-traditional Occupations:

Key Learning and Recommendations

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.

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.

SFI School Leaver Initiative

Scholarship

• 4 year degree course

• Stipend

• Equipment

• Mentoring

• Internships

10 per year from 2006.

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.

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.

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

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

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.

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.

WITS

On-going WITS Initiatives:

• Role Model Days

• WITS Talent Bank

• Diploma Course Women into Management in Food Industry

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

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

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

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

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

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.

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.

Lessons from the South

WERRC

School of Social Justice

University College Dublin.