Susie Ventris Field


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Women in the labour market: STEM. This presentation was given at the 'Wales Labour Market 2020' conference held in Cardiff on 22nd November 2012. This event was organised by the Bevan Foundation in partnership with the Joseph Rowntree Foundation

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  • High quality jobs in the sector, compete with BRIC nations with a STEM workforce. CT approach of supporting women’s actual and potential contribution to the economy. STEM skills underpin most of the priority sectors identified for investment by the Welsh Government. If women don’t have STEM skills or don’t use them then they are prevented from contributing to and benefiting from economic growth. For example, some of the enterprise zones (Anglesey, Snodonia, Haven – energy, environment and ICT, deeside/eebw vale manufacturing). We’ve commissioned a piece of research TBR/Science Council – into women in STEM.
  • Women/men balanced in STEM subjects although differences in subject (eg physics 21%, biology 62%) – BIS stem graduates in non STEM jobs, 2011Twice the number of male than female undergraduates enter SET (excluding maths) – UKRC 20102012 STEM report – our research based on survey with 335 respondents +117 partial – those holding post 16 STEM qualsJust over 50% female.
  • Friends – 34/38% Parents – 32/22%JCP – 35/60%Uni careers advice - 56/35%Boys decide pre-16 more often. Also a mapping of careers services in Wales found lack of cohesion. One off work experience is ineffective, interventions maybe too late, tough to get speakers, inconsistent labour market info for Wales.
  • Others include lower salaries, not recruited, working patterns and limited progression (higher for men). Depth interviews and other research include company culture – 2 friends left high paid jobs for low paid but better culture. Total of 6.3% of those surveyed so a small sample size. Young as 10 – STEM not for me.
  • Highlight differences
  • Highlight again the careers advice issue. Highlight that they are pretty small gaps between males and females. Certainly, flexible working requests for all will be a contributor to supporting this to move forward.
  • Our work – fair foundations = gender awareness in primary school/Get on with science – role models/inspirationEmployers – flexibility and use of technology +senior part time postsIndividual women – career development and support – eg STEM women negotiating higher salaries, success in getting to interview in senior roles.
  • Susie Ventris Field

    1. 1. Women in the labour market: STEMScience, technology, engineering, maths = STEM
    2. 2. STEM supplyUK STEMGraduates 2012 STEM survey in Wales UK STEM jobs 2/3
    3. 3. Who influences career choice? Employment: lineEarly years: Parents and School: Parents/family, managers, family/friends, stereotypes role models, teachers careers advise• Biggest careers choice influence on men and women = friends• Parents slightly more influential for women • In employment, women• Men more likely to act on Job more likely to seek advice Centre advice than women from family and friends• Women more likely to act on university careers advice than men
    4. 4. Barriers: STEM qualification to employment• 8.5% women• 3.4% men
    5. 5. Influences on job choice: people in STEM Men Availability of suitable jobs/Future Women progression opportunities Availability of suitable jobs Progression from previous role/Job security Future progression opportunities Terms and conditions Progression from previous role/organisational reputation Organisational reputation Close to home Pay Flexibility/Job security Close to home Pay
    6. 6. Why don’t women progress in STEM?
    7. 7. RecommendationsSTEM careers, Flexibility, labourearning power mobilityParents STEM employers Children STEM adults Work experience, Gender-aware role models approach
    8. 8. Moving forwardHow can meaningful work experience/role How can careers advice servicesmodels be incorporated at different levels adapt to meet the needs of men of schooling? and women? STEMParents employers Children STEM adults How can the need for labour mobility be a) facilitated or b) reduced through the use of technologyHow can we work with parents to challenge career stereotypes?
    9. 9. Any questions? DiolchThank you