A four phase project in direct response to the wealth of statistical and anecdotal data that demonstrates that by the time young people have reached the age when they are making significant choices about their future career paths, gender stereotyping and norming seem to play a disproportionate part in the guidance offered and decisions made.
The focus was to deliver the project in 4 phases:
Phase 1: Direct work with year 30 students assessing thought processes and influences affecting their career choices and guiding them towards an A-typical work placement.
Phase 2: Work with teachers and work experience coordinators from 21 schools to explore the data gathered and to gain commitments for the future.
Phase 3: Work with 10 work-based learning providers to explore data gathered and to ensure the transition from school to work avoided a reinforcement of gender stereotypical choices.
Phase 4: Ongoing sustainability and embedding of processes and concepts.
The project had 4 phases with different outcomes:
Phase 1 fiddings: 24% reduction in the number of male students who still considered the role they had carried out to be a ‘female’ role after placement, a 47% reduction in the number of female students who still considered their role to be ‘male’ after placement, and a combined reduction of 36%. Analysis of the students’ responses by employment sector, show that there was a greater shift towards a view of gender equality within certain job roles.
Phase 2 findings included: Feedback clearly confirmed that consideration of gender equality within career choice was not a subject naturally considered during school activities. This project re-awakened the need for inclusion of gender equality information, advice and guidance within schools, integrated into both PSHE lessons and careers guidance.
Phase 3 finding: ensured a smooth passage for young people leaving school with raised expectations into Work Based Learning, removing misconceptions and barriers that might exist.
Phase 4 findings: The project was highly successful in raising awareness and activity surrounding gender equality, whilst demonstrating the high level of impact that such activities have on student choice.
Data was gathered from interviews/surveys