View
50
Download
0
Category
Tags:
Preview:
DESCRIPTION
Gender Inequality in Oregon Graduate Schools. A focused look at the data & social factors. Introduction. Part One: The Social Factors Discussed By Bree King Part Two: Quantitative Data From OR School Discussed By Dakota MacColl - PowerPoint PPT Presentation
Citation preview
GENDER INEQUALIT
Y IN
OREGON GRADUAT
E
SCHOOLS
A F
OC
US
ED
L OO
K A
T T
HE
DA
TA
& S
OC
I AL
F AC
TO
RS
INTRODUCTION
Part One: The Social Factors
Discussed By Bree King
Part Two: Quantitative Data From OR School
Discussed By Dakota MacColl
Part Three: Qualitative Data From Graduate Students & Professionals in OR
Discussed by Dakota MacColl
Part Four: An International Perspective
Discussed By Bella Harutyunyan
ACKNOWLEDGING BIAS
We are aware the data we have is not representative to the problem as a whole.
We are aware we are an all female group speaking on a topic of female oppression. However, the issue of gender imbalance as a presentation was started by a male group member that did not get to finish working on the project.
SHE ++
http://sheplusplus.stanford.edu/film/
SHE++ is a short documentary that looks at women who are breaking the stereotype and entering a male dominated occupations in technology, engineering and more. The film was directed by two female technologists from Stanford.
WHY SHE ++
It directly discusses women in STEM occupations
It addresses the gender stereotypes we found in our research
It shows women breaking the gender stereotype
It offers several positive suggestions on what needs to change and how?
SOCIAL F
ACTORS
AN
I N D
EP
TH
LO
OK
AT
SO
CI A
L F A
CT
OR
S A
ND
I NF
LU
EN
CE
S
WHAT ARE THE FACTORS?
• Culture• Family
Structure• Childhood
Education• Social
Influences
• Educational Environment
• Religion• Peers/
Colleagues• Work Place
Source: International Journal of Sustainable Development, Vol. 05, No. 05 (2012)
STEREOTYPES CREATED BY SOCIETY
B R E A D W I N N E R
Typically Male
More likely to be in highpaying jobs
Blue Collar
Corporate, STEM, Hard Labor jobs
CARE GIVERTypically Female
More likely to be in jobs that care for others
Pink Collar
Nursing, Social Work, Office setting jobs
Source: British Journal of Developmental Psychology (2011)
WHAT IS STEM?
Science Technology Engineering Mathematics
Source: U.S. Department of Commerce, Women in STEM: A Gender Gap to Innovation (2011)
FACTORS AFFECTING WOMEN IN STEM
• A Lack of Female Role Models
• Gender Stereotyping
• Less Family-Friendly Flexibility
Source: U.S. Department of Commerce, Women in STEM: A Gender Gap to Innovation (2011)
THE FACTS: WOMEN IN STEM
• Less than 25% of women hold jobs in STEM fields.
• Women in STEM jobs earn 33% more than non-STEM job holders.
• Women have a low share in STEM undergraduate degrees.
Source: U.S. Department of Commerce, Women in STEM: A Gender Gap to Innovation (2011)
WHAT IS THE GENDER GAP?
The differences in the outcomes amongst men and women’s achievements in the professional career industry.
Source: Claudia Goldin, Library of Economics and Liberty
WHAT IS THE FAMILY GAP?
“The wage differential between women with and without children.”
Source: Jane Waldfogel, Understanding the “Family Gap” in pay for Women with Children. (1998)
WHAT IS BLUE COLLAR VERSUS PINK COLLAR?
• The idea of segregated male and female jobs
• Normally falls under a stereotype
BLUE COLLAR
• Doctor• Corporate
Executive• Professor• Mechanic
PINK COLLAR
• Nurse• Office Assistant• Teacher• Customer
Service
STUDY SHOWING INFLUENCES ON MATRICULATION
A study within a college student journal in the early 2000’s was conducted that looked at reasons as to why students persistence was continued or stopped.
This study offers suggestions as to how we can help students continue their education.
“It is well documented that one of the most important aspects of student retention lies in the commitment of integrating students into the social communities of an institution.” (Rosenthal, 1995; Tinto, 1993)
INFLUENCES ON STUDENTS’ PERSISTENCE
Family Encouragement 95% Agreed 05% Disagree
Positive Relationships With Professors 90% Agreed 09% Disagree
Positive Course Experiences Within My Major 86% Agreed13% Disagree
Recreational Facilities 83% Agreed 15% Disagree
Desired Social Status Among Colleagues 82% Agreed 17% Disagree
Status of Friends (Bandwagon) 79% Agreed 20% Disagree
Source: Perceptions of College Students On Social Factors That Influence Student Matriculation
DISCOURAGING STUDENT PERSISTENCE
Too many school-related responsibilities 57% Agreed 40% Disagree
Lack of time management skills 52% Agreed 47% Disagree
Inability to handle stress 52% Agreed 47% Disagree
Negative experiences with other students 50% Agreed 48% Disagree
Being away from family members 44% Agreed 54% Disagree
Source: Perceptions of College Students On Social Factors That Influence Student Matriculation
WHY DOES THIS MATTER?
• How do genders handle these social influences differently?
• Could we help change this?• How is our education system
helping to form these influences?• What can we do differently?
THE H
ARD FACTS
A C
RI T
I CA
L LO
OK
AT
TH
E R
EV
EA
L I NG
DA
T A
INTRO: OHSU
• This school involves STEM• Fact Book• Local: OR• Assumption we would find
extremely different numbers of men and women enrolled in certain programs
FINDINGS
In 2013, women made up 56.2% of total enrollment at the school of medicine
Counter argument: Since there’s more women, things are okay.
FINDINGS
In 2013, men only made up 16.8% of the total enrollment at the school of nursing
Started off looking at fields with not a lot of women, found fields with not a lot of menLed us to interviews with professionals in that field
INTRO: OSU Wide variety of graduate programs Enrollment Summary for Spring 2014 Difference in numbers between 2013 and 2014
for males and females Shows the programs with the highest numbers
for males and females Local: OR
The assumption was that more males than females are enrolled at OSU.
OSU
Graduate program enrollment by gender:
In 2013:Men: 1,946Women: 1,718
In 2014:Men: 2,046Women: 1,764
OSU
Programs with higher number males:
Engineering = 2013: 813 2014: 788Science = 2013: 242 2014: 234Business Administration = 2013: 185 2014: 190
Programs with higher number of females:
Graduate School = 2013: 433 2014: 377Education = 2013: 201 2014: 200Public Health and Human
Sciences = 2013: 195 2014: 190
FINDINGS
• There are programs with more men than women, but there are also programs with more women then men.
• More men are enrolled at OSU than women. Men make up 53.2% of the enrollment while women are 46.8%.
INTE
RVIEW
S
A P
ER
SO
NA
L LO
OK
: Q
UA
L I TA
TI V
E D
AT A
GRADUATE STUDENT INTERVIEWS The participants for the graduate student interviews were a forestry student
(MFS), 2 engineering students (MES and Alyssa), and a geology student (Adonara).
Students were found by contacting the head of the respective departments and asking if there would be any willing participants for our interviews
Both males participants provided answers, but asked to remain anonymous. The females gave answers and permission for their name to be used.
Chose to interview males and females for both perspectives
These interviews are not a representation of the whole population.
QUESTIONS ASKED
Do you see a difference in number of people of a certain gender in your program? If so, why do you think that is? Do you think gender role stereotypes contribute to this?
Do you think gender equality is important in your program? Why or why not?
What are your beliefs about gender performance? For example, do you think that there are certain jobs that are better done by men than women?
Do you believe that gender roles are still deeply institutionally and socially rooted in the workplace? Why do you think that is? Does that worry you?
Do you believe that there are certain resources that would help this process? What would they be and why do you think they would help?
HIGHLIGHTS FROM GRADUATE STUDENT INTERVIEWS
Difference in numbers? MES: Far more men than women, believes it’s from lack
of interest from women and discouragement from academic advisors
Alyssa (Engineering): Gender disparity is very noticeable
HIGHLIGHTS FROM GRADUATE STUDENT INTERVIEWS
Gender performance? MFS: Believes that because men and women are
biologically different they will gravitate toward different paths in life and be more successful at them
Importance of gender equality? All students agreed that gender equality within their
respective programs is extremely important
HIGHLIGHTS FROM GRADUATE STUDENT INTERVIEWS
Resources? MFS: Start teaching about gender roles in the home Alyssa (Engineering): Believes presence of mentors is
an important resource to students Adonara (Geology): Society must change or resources
won’t be of much help
Gender roles? Alyssa (Engineering): Believes sexism and gender roles
are deeply socially and institutionally rooted within education and the work place
INTERVIEWING PROFESSIONALS
Qualitative data – not representative of the whole population
Personal experience is meaningful and powerful
Male and Female Perspectives
In Sociology, Interviews are an accepted methodology of research for qualitative data
PROFESSIONALS INTERVIEWED
Colleen O’ConnellBSN Registered Nurse (Bachelor of Science in Nursing)
Nurse Manager at the surgical inpatient unit at Peacehealth Riverbend in Springfield, OR
PROFESSIONALS INTERVIEWED
Chris WebbPhysician Assistant at Peacehealth Riverbend Hospital in Springfield, OR
QUESTIONS ASKED
Do you see a difference in a number of people of a certain sex in your field? Why do you think that is? Do you think it has anything to do with gender stereotypes?
What do you think we can do to get more members of the opposite sex in your field of work?
What are your experiences with gender performance stereotypes in the workplace? Do you see or deal with people that believe certain jobs are better done by a man than a women? How do you handle those situations?
HIGHLIGHTS FROM PROFESSIONAL INTERVIEWS
Difference in numbers?Colleen (RN): Absolutely, definitely a gendered and female dominated field. It’s about 80% women, 20% men.
Chris (PA): Statistically, yes. In the workplace, it’s about the same. “Women will gravitate toward RN and PA jobs and men will tend to gravitate towards medicine.”Flexibility, ability to take time off of work for children.
HIGHLIGHTS FROM PROFESSIONAL INTERVIEWS
Gender stereotypes causing inequality? Colleen (RN): Hear a lot of “Mom was a nurse, sister was a
nurse,” but not much of “Dad was a nurse, uncle was a nurse.” Start breaking down these stereotypes at a young age with children’s literature.
Dealing with gender stereotypes? Sensitivity training is provided by the hospital for both males
and females. Both mentioned that they see this and it can be understandable
due to the nature of the professions they work in. Colleen noted seeing it much more frequently than Chris.
HIGHLIGHTS FROM PROFESSIONAL INTERVIEWS
Is there a need for the opposite sex in your field? Why?
Colleen (RN): Yes. Having a diverse work force allows for better care of patients. Community outreach.High school outreach.Smaller, more diverse Instructor pools.Can’t happen on it’s own.Definitely needs an outside push.
INTE
RNATIO
NAL
PERSPE
CTIVE
A D
I FF
ER
EN
T A
PP
RO
AC
H T
O G
EN
DE
R I N
EQ
UA
L I TY
Out of the 900 million illiterate adults on the planet, 2/3 are women.
Half of the world's food is produced by women, but they only own 1% of the
farmland
Only 15% of the elected legislatures in the world
are female.
Country of Interest: Saudi Arabia
FACTS ABOUT SAUDI ARABIA
Female literacy is estimated to be at 50% and male literacy at 72% (UNDP,2003)
Adult illiteracy for the population 15 to 24 years of age for 2015 is 2.9% for women and 2.7% for men (UNESCO)
HISTORICAL FACTS
Women's schooling at all levels remained under the Department of Religious Guidance until 2002
The education of men was overseen by the Ministry of Education
Share of budget appropriations for women’s education is only 18% of that for men
More than 34% of men teaching at men’s universities hold doctorates compared to only 3% of those who teach at women’s universities and colleges (AlMunajjed, 1997)
The number of women’s institutions has grown from 15 in the 1960s to 155 in the 1970s (Al Mohsen, 2000)
The first university to have a women‘s campus was Riyadh’s King Saud University, opened in 1979 (subject areas: Arabic, English, history and geography)
In the 1980s women’s campuses at King Saud University added colleges for public administration, medicine, dentistry, nursing, education
Progress
AMERICAN PRESENCE
The American presence in Saudi Arabian society began with the production of oil in 1979 and the establishment of ARAMCO (Arabian American Oil Company)
Foreign migrant labor accounted for 43% of total workforce in oil companies in the mid 1970s
CONCERNS
The number of single women is increasing dramatically, the primary reason is the increase in women’s education (they have passed the marriageable age of 30)
(Saudi Ministry of Planning and Human Resources (2003)
Source: Women and education in Saudi Arabia, Challenges and Achievements by Amani HamadanInternational Education Journal, 2005
INTERVIEW Maryam Ahmed Country of origin: Saudi Arabia Currently studying English at LCC Bachelor’s degree in Literature and Arabic
Language at Riyadh’s King Saud University Planning a PhD in Media Arts, University of
Tennessee
HIGHLIGHTS OF THE INTERVIEW
According to Maryam: Women receive the same salary as men Sees a big change in 15 years concerning women
and education Women hold more degrees than men, because of
more serious attitude towards education
King Abdullah Foreign Scholarship Program
Issued by King Abdullah on 25/5/2005 To prepare and qualify Saudi human
resources to compete on an international level in the labor market and the different areas of scientific research
Become an important source of supply of highly qualified individuals for Saudi universities as well as the government and private sectors.
Rotana Media Group
One of the leading diversified media companies operating in the Middle East. The group’s portfolio comprises music production, film and series production, management services, TV channels, radio stations and publishing.
Targets women as employees
CONCLUSIONS
Approximately 16,390 businesses are owned by women and women own 40 % of the nation’s private wealth (according to a recently conducted survey)
Thoraya Obaid a Saudi woman was supported by the government for the election as an executive of the United Nations (Qantara.de, 2003)
Newspapers published in both Arabic and English have a great number of female writers
The government has become aware of the need to improve the education system and increase women’s participation in order to ensure economic survival
CONCLUDIN
G REMARKS
FI N
AL
TH
OU
GH
TS
BA
SE
D O
N O
UR
RE
SE
AR
CH
FI N
DI N
GS
CONCLUSIONS Continue the discussion about breaking down the
paradigmatic assumption in all stages of life
Acknowledge biases
Increase the number of female role models
Become aware of the stereotype threat
Intellectual skills can be acquired and anyone who works hard can succeed
OUR CONCLUSIONS
Awareness is key in continuing the discussion
The discussion needs to happen in all stages of life.
ToddlersSchool-age childrenHigh schoolCollege
Graduate School
In the workplace
After retirement
Part of raising awareness and continuing discussion is identifying why we have biases and assumptions
Stereotype threatAccording to Why So Few?Can be felt psychologically and physiologically resulting in impaired performance
THANK YOU!
Recommended