As part of International Day of Women and Girls in Science 2021 CIHT has asked leading CIHT STEM Ambassadors the key questions we need answered. In this Q&A we speak to Joanna Lyon, Group Director, WSP.
We all have a role to play in increasing the number of girls studying STEM, not only in higher education, but throughout their school career. Society often rewards boys’ and girls’ behaviour differently from a young age. We tell young girls that they’re ‘wearing a nice dress’ or ‘they look pretty’; we tell boys that ‘they’re strong’ or ‘they’re clever’. Children’s stories feature female princesses and male superheroes. Studies have shown that by six years old, children associate intelligence with being male, and ‘niceness’ with being female.
We need to challenge ourselves to think past our own past experiences to ensure that we treat genders equally and provide opportunities, comments and rewards that enable all children to grow, learn and develop as people. In my work as a STEM ambassador, I have often spoken with girls who become interested in what I’m doing, only for their parents to interject and tell their daughter that ‘I don’t think that would be for you’ or ‘engineering isn’t really for girls’.
A good way of overcoming these barriers is through female role models, who can show that girls belong in STEM and that STEM careers are achievable, rewarding and fun. This needs to happen throughout their education, so that girls learn that there is a huge range of exciting careers needing STEM subjects and to encourage them to keep their options open. Helping them to continue with STEM subjects will enable them to choose STEM in higher education.
Existing stereotypes about the highways and transport sector and of the people working within it affect the chances of women choosing it for their own career. Whilst around 30% study STEM in higher education, the proportion choosing engineering is far lower.
It’s particularly difficult to challenge these assumptions within the current pandemic restrictions, where graduating students don’t have a chance to visit companies in person and meet with current employees. We know that women will avoid applying for jobs where they worry they won’t fit in, or if it is perceived to be male-dominated.
One of the best things we can do is to provide first-hand accounts of the industry we work in. Organisations can use diverse on-line role models as part of their recruitment strategy, they can arrange virtual meetings or on-line chat sessions with current employees. First-hand accounts can bring to life a career option. We need to reassure women that they will be valued. By providing role models that demonstrate success across diverse gender and ethnic backgrounds, we can help potential recruits to visualise themselves having a successful career in highways and transportation.
Gender equality is not something that can be fixed by imposing quotas. Nor is it something that should be seen as a women’s issue. It needs all of us to learn and change. The case for diversity has been clearly made by a large number of organisations, from the societal benefits of incorporating varied perspectives to the improved financial performance of more diverse companies. Without gender balance, it will become increasingly difficult to be a successful company in the 21st century. On a personal level, however, we should acknowledge that it is hard to challenge our own histories and experiences.
We need to recognise that the way we word our recruitment adverts can appeal differently to men and women. Words like ‘expert’, ‘leading’, ‘superior’ and ‘world class’ are less likely to attract women who tend to be more collaborative than competitive. Long lists of role requirements can also lead women to rule themselves out. Studies have shown that while men will apply for a job if they meet around 60% of the requirements, women only apply if they feel that they meet all of them. Particularly when seeking graduates, who will always need workplace training, limiting the criteria and instead listing the training and support that will be given can help increase levels of female interest in the role.
Once recruited, we can help women to develop and understand the skills required by providing good mentors who are genuinely committed to gender equality. This should provide them not only with technical skills and knowledge, but a safe place to ask questions and feel valued. We know that women are far less likely to put themselves forward for new opportunities and promotion and this can mean they get left behind and reduce the company’s chances of achieving gender balance. We should recognise that they have much to offer the company by bringing a fresh and changing perspective, so involving them in meetings and providing them with wider exposure to challenging projects can bring mutual rewards.
We also need to help people to work flexibly. Recruiting a diverse workforce is difficult, but it is just as important to retain women once they have joined the company. Flexible working means enabling people to work in a way which doesn’t force them to choose between their personal and professional lives. This has risen to the forefront of thinking during the Coronavirus pandemic. We now accept that people need to juggle work and home-schooling for example, and we have all learnt that many meetings and much of our work can be just as effective when done remotely. We need not to lose sight of this as we return to working in offices and not to disadvantage those who still need or want that flexibility.
Group Director, WSP
A significant gender gap has persisted throughout the years at all levels of science, technology, engineering and mathematics (STEM) disciplines all over the world. Even though women have made tremendous progress towards increasing their participation in higher education, they are still under-represented in these fields.
Gender equality has always been a core issue for the United Nations. Gender equality and the empowerment of women and girls will make a crucial contribution not only to economic development of the world, but to progress across all the goals and targets of the 2030 Agenda for Sustainable Development, as well.
On 14 March 2011, the Commission on the Status of Women adopted a report at its fifty-fifth session, with agreed conclusions on access and participation of women and girls in education, training and science and technology, and for the promotion of women’s equal access to full employment and decent work. On 20 December 2013, the General Assembly adopted a resolution on science, technology and innovation for development, in which it recognized that full and equal access to and participation in science, technology and innovation for women and girls of all ages is imperative for achieving gender equality and the empowerment of women and girls.
On 22 December 2015, the General Assembly adopted a resolution to establish an annual International Day to recognize the critical role women and girls play in science and technology communities. In welcoming the efforts of the United Nations Educational, Scientific and Cultural Organization (UNESCO), the United Nations Entity for Gender Equality and the Empowerment of Women (UN Women), the International Telecommunication Union (ITU) and other relevant organizations that support and promote the access of women and girls and their participation in science, technology, engineering and mathematics education, training and research activities at all levels decided to proclaim 11 February of each year the International Day of Women and Girls in Science.
Find out more here https://www.un.org/en/observances/women-and-girls-in-science-day/
The opinions expressed are those of the author. They do not purport to reflect the opinions or views of the CIHT or its members. Neither the CIHT nor any person acting on their behalf may be held responsible for the use which may be made of the information contained therein.
