Differences Working Together: Somali Women in the Workplace

Transcription

1 Pathways, Circuits & Crossroads: New Research on Population, Migration and Community Dynamics, Wellington, 9-11 June, 2008 Differences Working Together: Somali Women in the Workplace Elsie Ho, Hani Jelle & Sarah Douglas Migration Research Group Population Studies Centre University of Waikato

2 Background Research with Somali refugees is one of the main research foci of the Strangers in Town programme. 2

3 Background The Somalis are a newer group to NZ. The first group of 93 Somali refugees arrived in NZ in Since then, the Somali community has grown rapidly. By 2006, there were 2,300 Somalis living in NZ. The Somali differ in many ways from most other New Zealanders. These include differences in religion, language, skin colour, cultural practices and ways of living. 3

4 Barriers to Employment Nearly all Somali are Muslims. Dress codes can be used by some employers to discriminate against them. Somali women face double discrimination because of their label as refugees and because of their dress. Other employment barriers include language difficulties, lack of formally recognised qualifications, and limited knowledge of NZ work culture. Some women are not looking for work because of family commitments. 4

5 Changing Demographics 5

6 Changing Demographics Out of the 2,300 Somalis living in NZ in 2006, one in five were born locally. The Somali are a youthful population group. 42% were aged under 15 years in Those aged 45 and over only made up 9% 6

7 Languages 71% of males could speak English in 2006, up from 64% in The proportion of females who could speak English increased from 50% in 1996 to 64% in Percent % who could speak English, Male % who could speak English, Female 7

8 Languages 100 However, there has been a decrease in those who could speak Somali from 88% in 1996 to 68% in 2006 for males, and from 91% in 1996 to 73% in 2006 for females. 80 Percent % who could speak English, Male % who could speak English, Female % who could speak Somali, Male % who could speak Somali, Female 8

9 % Islam/Muslim, aged Percent , Male 1996, Female 2001, Male 2001, Female 2006, Male 2006, Female Muslim is the most common religious affiliation for Somalis. Nearly all Somalis are Muslims. 9

10 Education Characteristics The proportion of Somalis aged 15 years and over who did not have a formal qualification has decreased from 42% in 1996 to 23% in 2006 for men, and from 67% in 1996 to 40% in 2006 for women. Older people (aged 45+) were more likely to have no qualification than those in the younger age groups Percent % no qualification, Male % no qualification, Female 10

11 Education Characteristics 50% of Somali men and 35% of women aged 15 years and over had a high school or vocational qualification, up from 24% and 13% in % of men and 4% of women had bachelor degrees or above Percent % high school or vocational qualifications, Male % high school or vocational qualifications % Bachelor dgreee or above, Male % Bachelor degree or above, Female 11

12 Labour Force Participation In 2006, 55% of Somali men aged 15 years and over were in the labour force, compared with 31% of Somali women. Among males, those aged years had higher participation rates (67%) than those in other age groups. For females, those aged years had the highest participation rate (36%) Percent Male Female 12

13 Unemployment The percentage of those in the labour force who were unemployed has fallen. In 2001, 29% of Somali men and 62% of Somali women were unemployed. In 2006, 24% and 35% respectively were unemployed. However, these unemployment rates were six times higher than national averages (4% for males and 6 for females) Percent Male Female 13

14 % Managers, Professionals & Technicians In 2006, one in ten working Somalis were in managerial, professional and technical occupations Percent Male Female 14

15 Other Occupations In 2006, a majority of Somali men (64%) and women (65%) were employed as machinery operators and labourers. One in five were employed as clerical, service, agriculture and trades workers Percent Clerical, Service, Agriculture & Trades workers, Male C, S, A & T workers, Female Machinery operators & labourers, Male MO & L, Female 15

16 Changing Community As more and more Somali youth and adults are going through the NZ education system, employment patterns are changing. Somali women are likely to be less educated than men, have less knowledge of the English language and higher unemployment rate. Because of the special issues Somali women faced, a BRCSS summer studentship project was undertaken to explore the experiences of Somali women in the workplace. 16

17 Participants Age: (7); (4); 45+ (1) Years in NZ: Under 10 yrs (3); yrs (5); 15+ (4) Industry: Agriculture (4); Health (3); Education (2); Business (1); Retail (1); Dairy (1) Work status: Full-time (3); Part-time (6); Casual (3). 17

18 Occupations 6 administrative, professional and semi-professional jobs (registered nurse, refugee health promoter, lab technician, early childhood teacher, teacher aide, harvester co-ordinator) 3 agriculture workers (seasonal grader, fruit apple grader, blueberry picker) 3 service and sales workers (health care assistant, telemarketer, supermarket checkout operator) 18

19 Diversity of Workplaces 5 worked in companies that employed over 100 workers (2 in health sector, 1 each in business service, dairy industry and agriculture industry) 7 worked for companies that employed between workers 0 in small or medium sized companies All participants worked in environments that were ethnically diverse. 19

20 Diversity of Workplaces 7 worked in companies that had policies dealing with workplace discrimination and racism 1 unsure whether her company had antidiscrimination policies or not 4 worked in companies that did not have such policies 3 not an issue but 1 expressed concern. 20

21 Awareness of Somali religious & cultural practices Traditional clothing Obligatory prayer Ramadan Permissible food 21

22 Dress 6 were permitted to wear their religious dress to work (early childhood teacher, teacher s aide, refugee health promoter, harvester co-ordinator, blueberry picker and the telemarketer) 3 were able to wear their religious dress after convincing their employers (registered nurse, health-care assistant, lab technician) some people judge you for dressing in a certain way. I overcome this by talking to them politely and showing them that I have the skills and experience required for the job. The scarf was a barrier in trying to get a lab technician job but my scarf is small not big scarf I convinced the manager that my scarf would not become an issue and that I would tag it under my jacket. 3 were required to make compromises (supermarket checkout operator, seasonal grader, fruit apple grader) 22

23 Prayer 5 were provided with a place to pray during work times 2 had to convince their employers that completing obligatory prayers was a necessary practice for them 6 were not provided with a prayer room - 5 managed to pray during their breaks and 1 snuck away from her work to pray. 3 had asked their employer to provide them with a prayer room but were refused. 2 felt uncomfortable completing ablutions during break times. During break time when I am doing my ablution they look and stare and don t bother to ask me why I am washing my face, hands and legs. 1 did not pray during the day while she was at work. She waited until she got home to pray. 23

24 Ramadan All women worked during Ramadan some worked fewer hours because of their flexible working hours The majority worked their required hours they did not feel their abilities were affected because they were so used to fasting What matters is that their employers and colleagues understand their need to fast and participant in Ramadan. They try to respect me during morning tea and they avoid eating in front of me. But I tell them it s ok. They don t need to avoid me because I choose to fast and it s obligation in my religion, so food does not tempt me during this holy month. They thought that our fasting affected our ability to do our work and would constantly keep an eye on you especially in the harvesting job I had once. 24

25 Food Permissible = Halal Non-permissible = Haram No pork or alcohol contaminants Halal meat 7 said their companies had held work gatherings in cafes & restaurants 3 attended and 4 did not attend. I don t feel comfortable because they will be drinking and I don t feel comfortable being around people that drink. It s just not something I m used to. I don t trust the cafes to provide halal food because I don t trust how they prepare the meal, they could mix and use the same pots and grill when they cooking. 25

26 Food Most women found it more convenient to attend gatherings held at the workplace rather than those held in restaurants & bars sometimes they could provide halal food for themselves. If food was provided in these functions, their employers tended to stick with vegetarian option, but there were instances where the women were not sure whether the food provided was halal food or not. In work gathering I tend to avoid food provided because I don t know what ingredients they use and how it s cooked. Some women just avoided going to work gatherings that their companies did not cater for their needs. Even when you tell them you can t have certain food they still forget and bring the same food all the time. So they have no care or consideration over what we eat and most of Somali and other Muslim have stopped going to the gathering as a result. 26

27 Concluding Remarks Awareness and acceptance of cultural differences in the workplace varied considerably across work settings. Women who worked in companies which have non-discrimination policies felt that these policies helped increase staff awareness and understanding about cultural diversity Across occupations, teachers in the education sector felt their workplace had better awareness and acceptance of different cultures than other industries For women who worked in other occupations, or in companies with less diverse workforce, they had found the understanding that their employers, supervisors and colleagues had of their cultures and practices were often minimal. Many women took it upon themselves to explain their cultural and religious practices to their supervisors and colleagues. 27

28 It s important to interact with your colleagues, supervisors and employers who are not within your culture because if you teach them your culture and religion, most of them will begin to accept and become aware [of your culture]. Most of my colleagues are very understanding and are aware of my culture. During Ramadan they ask me how I am feeling and they count the days with me. So they re aware when Ramadan starts and when it finishes. They even know what time I break the fast and what time I abstain from food. So they constantly want to know about my difference. 28

29 Concluding Remarks With regard to the four religious and cultural practices studied, our study found that issues of dress codes do not necessary create barriers to employment. The women showed how compromises could be made between themselves and their employers which allowed them to meet their religious requirements. However, understanding of the other issues, such as prayer, Ramadan & permissible food, among employers and colleagues, is often minimal. Since the completion of their project, Hani and Sarah had held a seminar in Hamilton to promote more understanding and awareness of differences in the workplace. Both have found the project offered them the opportunities to extend their research experiences and capability. 29

30 Differences Working Together seminar, March 7, 2008, Hamilton