United Nations Nations Unies Commission on the Status of Women Fifty-fourth session New York, 1-12 March 2010 INTERACTIVE EXPERT PANEL Access and participation of women and girls to education, training, science and technology, including for the promotion of women s equal access to full employment and decent work Women s access to and participation in science and technology * Submitted by Annette Williams UK Resource Centre for Women in Science, Engineering and Technology () * The views expressed in this PowerPoint Presentation are those of the author and do not necessarily represent those of the United Nations.
UNITED NATIONS 54 th session of the Commission on the Status Of Women New York, 4 th March 2010 Women s access to and participation in science and technology Annette Williams www.ukrc4setwomen.org
What s the problem? Why so few women and why do we lose them? What can be done?
Proportion of women in SET occupations (SET professions, associate professions and skilled trades) in Europe, 2008 Lithuania 28.2 Latvia 23.9 Denmark 21.2 Sweden 21.0 Switzerland 20.5 Hungary 19.9 Netherlands 19.1 Italy 19.0 Women % - 08 UK 18.8 France 17.7 Bulgaria 17.7 Belgium 17.5 Finland 17.3 Norway 17.3 Germany 17.3 Ireland 16.0 Poland 15.8 Austria Greece 13.7 13.2 Spain 12.9 Portugal 11.4 Luxemburg 8.6 0 10 (%) 20 30 Secondary analysis by UK Resource Centre Data source: European Communities; European Labour Force Survey, 2003 and 2008. Data received on 27th November 2009. UK Resource Centre 2010
Women matter to science engineering and technology Economy Women Occupational segregation Limits development, productivity, and excellence Limits aspiration, career choice, pay and life time earnings Gender equality can lead to better business performance Women pay career penalties Estimated to lose the UK 2bn pa
At what stage and age do we lose girls and women? Education Work College/ School in on back up university Choice Recruitment Retention Progression Structural/institutional factors Cultural factors-less visible and well understood
Proportions of women and men students and academic staff in SET EU-27, 2002/2006 % 100 80 60 40 20 0 69 31 70 30 ISCED 5A Students Women 2006 Men 2006 Women 2002 Men 2002 66 34 66 34 ISCED 5A Graduates 64 64 64 36 36 36 ISCED 6 Students 67 33 ISCED 6 Graduates 67 33 71 29 78 22 83 17 89 11 92 Grade C Grade B Grade A 8 If we were a manufacturing company and we had 50% of our raw material coming in the front of the plant and only 17% coming out as finished product on the other end, we would say we have a problem. We have leakage in our plant Samual A DiPiazza Jr, PricewaterhouseCoopers Source: Education Statistics (Eurostat); WiS database (DG Research)
Why so few women and why do we lose them? Employment Professional Identity vs Gender Identity Visible/invisible Workplace Culture Employment Practice Recruitment Policies Image of SET Image of Careers Post 16 Education National Policy & Legislation Equality legislation lack of systematic gender inclusion in education, employment or science policy Stereotyping and unconscious bias Personal Influencing Environment Home Environment Division of Labour Family Influences Exposure to SET careers & role models Career Aspirations UK Society Man made SET Departments chilly climate unconducive learning environment Transition to relevant Employment Pre 16 Education & STEM Enrichment School options qualifications STEM teaching & enthusing Career Advice Gendered Roles Gender identity vs occupational identity Media representations Lack of confidence
What can be done? Government Legislation Gender Duty UK Quotas/targets Data monitoring Using purchasing power to drive change Equality standards Business and Organisations Structural institutional change: Leadership commitment Package of measures integrated into core business Monitored and Evaluated Recognised and celebrated Cultural change: Nurture a culture where everyone belongs & can contribute National: Sustained anti stereotyping media campaign of SET and gender Organisational: Academies and professional bodies lead by example Individual: Equality training on unconscious bias
Recommendations Government Business and Organisations: Structural / institutional 5 year action plan change Minister in each country charged with monitoring progress and driving change Girls and Women Cultural change