Business, Innovation and Skills CommitteeWritten evidence submitted by the Royal Academy of Engineering

Executive Summary

1. This submission gives evidence in relation to a single question posed by the consultation. It focuses on that question because it raises an issue that that plays a significant part in the persistent under-representation of women in engineering: gender stereotyping. The focus of this submission is on the impact gender stereotyping has on the supply of skills into engineering, the threat this poses to the success of the UK economy and how to tackle it.

2. Whilst all the other questions are of interest to the Academy, as lead for the Diversity in Engineering programme, it is interested in tackling issues that contribute to the persistent under-representation of women across the engineering profession. The Programme is led by Professor Dame Wendy Hall FREng FRS and funded by the Department of Business Innovation and Skills (BIS). It aims to increase diversity across the profession by identifying and tackling persistent barriers to the participation of women and other groups. For more on the Programme see http://www.raeng.org.uk/about/diversity/default.htm

3. The Academy recognises that gender stereotyping is pervasive across society and it will require action at Government level to make an impact. Government could:

Develop and implement a mechanism to compel schools to encourage gender balance in school subjects—especially those with a history of gender imbalance. For instance by addressing the recommendation in the Institute of Physics1 report which recommends including gender equity as an Ofsted inspection criteria so that no school can be judged outstanding if there are clear participation issues that are not being addressed.

Integrate an awareness of the different learning patterns of boys and girls into teacher training to encourage them to implement classroom strategies that challenge gender stereotyping and engage the same level of subject interest from girls and boys.

Encourage schools and colleges to deliver careers education that raises awareness of the impact of different programmes of study on pay and progression in employment2

About Us

4. Founded in 1976, The Royal Academy of Engineering (the Academy) promotes the engineering and technological welfare of the country. Our fellowship—comprising the UK’s most eminent engineers—provides the leadership and expertise for our activities, which focus on the relationships between engineering, technology, and the quality of life. As a national academy, we provide independent and impartial advice to Government; work to secure the next generation of engineers; and provide a voice for Britain’s engineering community. www.raeng.org.uk

5. Since April 2011, the Academy has been leading a diversity programme funded by the Department for Business Innovation and Skills aimed at increasing diversity across the profession. The Royal Society has also been appointed to conduct a parallel programme that focuses on the sciences, and the two organisations are working closely together to increase diversity across the Science, Technology, Engineering and Maths (STEM).

Detailed Submission in response to the question:

6. How should the gender stereotyping prevalent in particular occupations, for example in engineering, banking, construction, and the beauty industry, be tackled?

7. Stereotyping is a key factor in the under-representation of girls and women in the supply of skills to engineering, and the make-up of the engineering profession. If this under-representation and the stereotyping that contributes to it remain unchecked, it has potential to have a detrimental effect on the UK economy.

8. Analysis of Labour Force Survey data tells us that only 8% of those in engineering occupations are women, which in turn means the UK has fewer female engineers than any other European country. According to Engineering UK,3 the reasons for this are that (i) girls effectively rule themselves out of a degree in engineering by the age of 14, (ii) the link between enjoyment of a subject and attainment in terms of a pupil’s likelihood of pursuing that subject further, and (iii) careers information and guidance that reinforces gender stereotypes.

9. At the apprenticeship level, the under-representation of women is even more profound. Whilst the overall number of apprenticeships has increased, only 5% of engineering apprentices are women.4 When it comes to work experience placements, choices are often based on traditional gender roles; the most common work experience placement for girls at secondary school are in schools (26%), playgroups or nurseries (11%) and in retail (10%).5

10. Against this backdrop, the 10 engineering-related Sector Skills Councils6 estimate that an additional 2,217,500 skilled people will be required by industry over next the five to 10 years. At the same time, the number of economically-active 16–64 year olds is set to fall by 6% between 2010 and 2035 and 23% of the UK population is over retirement age. Women present a potential pool of talent that cannot be realized whilst gender stereotyping persists.

11. Gender stereotyping stems from the way boys and girls are socialised, the messages that come through parental influence, wider society and failure of the education system to challenge these social norms. It is prevalent not just within some professions but across society. Research demonstrates that gender patterns in subject interest are socially constructed, not biologically based.7 Families, teachers and schools play a role in creating stereotypical patterns of subject choice, for instance by, limiting toy choice from an early age8 and giving different levels of encouragement for boys and girls to pursue science32—and ultimately engineering. Research provides examples of teachers favouring boys and perceiving them to be “better” (and more “naturally able”) at science than girls, even where attainment data indicate otherwise¹. Added to this, amongst educators there are a significant number who do not see engineering as a desirable career. According to an Engineering UK report 21% of STEM educators do not see engineering as a desirable career of which a large majority saw it as being a career for men.9 Compounding this, an evaluation of pilot apprenticeship projects carried out by the Institute of Employment Studies (IES) in 2012 revealed that young women, parents and, often, teachers and advisers held outdated views of science, technology, engineering and manufacturing occupations.10

12. As children progress through the education system, it is achievement in physics and maths that has the potential to lead engineering careers. However research shows that, even among those who are very able, notably women, working-class people and some ethnic minority students find it difficult to envisage themselves as “science people”, particularly when their backgrounds do not “fit” the public profile of the wider science or engineering workforce.11

13. In 2012, a report by the Institute of Physics, It’s Different for Girls,12 threw a spotlight on the participation of girls in physics across English schools. The report is to be commended for the contribution it has made to understanding and clarifying causes for the underrepresentation of girls in a subject vital to the study of, and progression in, engineering. Specifically, the report highlights the fact that almost half of all maintained co-ed schools in England (49%) sent no girls on to take A-level physics in 2011. If gender stereotyping is engineering is to be tackled, it must include a focus on increasing the proportion of girls who study subjects that put them on the road to engineering occupations.

14. This pattern of participation in physics; gender-biased messages, behaviours and stereotypes need to be challenged at all levels13 to build a more equitable profession and society where both women and men have equal opportunity to contribute to and reap the benefits of economic growth.

Recommendations

15. The UN Entity for Gender Equality and the Empowerment of Women has identified a number of policy interventions at country level14 which could impact on gender stereotyping at societal level. Within engineering, a number of strategies might be useful as laid out below.

16. To minimise gender imbalance and encourage more young people to envisage themselves as “science people”, a mechanism should be put in place to support gender-balance and wider diversity across subjects in schools. Research by the Institute Of Physics41 (and others) shows that girls often have different learning patterns from boys. It recommends teachers be made aware of these differences, trained and encouraged to be more proactive in minimising gender stereotyping in the classroom to enable the same level of interest from both boys and girls. For instance, teachers of maths and physics, and other subjects, should be encourage to develop strategies that challenge gender stereotypes, and more specific curriculum-related strategies to engage the same level of subject interest from girls, boys, and other groups currently under-represented in the supply of engineering skills.15

17. Illustrating engineering’s role in finding solutions to some of the world’s key challenges such as its ageing population, climate change and the environment, and promoting these in engineering careers advice will go some way to tackling gender imbalance because evidence shows that engineering activity placed within a societal, environmental or ethical context will instantly engage girls more than ones that are not.16

18. Finally, there is evidence to suggest that gender-stereotypical careers education and work placements in schools and colleges are having a detrimental impact on the confidence, drive and ambition of girls to take risks in challenging vocational stereotypes.17 A 2011 Ofsted report outlines action schools and colleges can take to redress this imbalance. This includes, promoting better understanding of the long term impact of career choice amongst young people, helping young people understand responsibilities associated with parenthood, and developing opportunities for young women to meet professionals in non-stereotypical roles amongst other things.

19. Whilst many organisations are doing good work to promote engineering careers in schools, this will have minimal impact on the under-representation of women if stereotypes perpetuated at societal level—through parents, teachers, peers and society at large are left unchecked. The education system and wider society must be aligned to challenge stereotypical thinking that acts as a barrier to the participation of girls in programmes of study that lead to engineering careers. Whilst at the same time presenting engineering careers as achievable, desirable, progressive and well-paid.

4 October 2012