Inequality in ambition and achievement put under the microscope
In recent projects run by Cardiff-based social enterprise Full Circle Education, it became clear that girls’ aspirations vary significantly to those of boys and, to some extent, mirror women’s aspirations a century ago. Despite women’s fight for equality,
Stigma of subjects A study conducted by Ofsted, the school inspection body in England, revealed that from an early age girls develop stereotypical views about careers. These views remain throughout their studies, despite the work undertaken by schools and colleges to teach young people about equal opportunities and gender diversity.
This aligns with the stigma associated with certain subject areas. From a young age, it is inferred that girls are more creative and have higher linguistic capability, leading to the assumption that subjects such as modern languages, English, history and art are better-suited A-level choices. Consequently, STEM subjects (science, technology, engineering and maths) are regarded as typically male roles, thriving on boys’ analytical skills. The underlying connotations around subjects significantly impact pupils’ career choices and cause many occupations to be dominated by one gender. In Wales, the WAVE project (Women Adding Value to the Economy) highlighted the ongoing problem of gender segregation by observing that 267 out of the 353 identified occupations across Wales were still gender-dominated, with women typically undertaking roles in the “five Cs” – cleaning, catering, caring, cashiering and clerical work – which are often poorly paid with limited opportunities for progression. The desire to fit in Our time at school has a huge influence on our development and consequently our aspirations and ideas for the future. Throughout childhood and adolescence, our choices are strongly influenced by our environment, our friends and our families. As a result, the need to “fit in” or be seen as “normal” remains high, especially among girls. This can include their appearance, their behaviour, their views, as well as their aspirations. Many young people want to be like everyone else and avoid standing out, leading to the decision to stick to the stigma and fear breaking barriers.
We already know that the vast majority of female pupils don’t choose STEM subjects or other male-dominated careers such as construction or IT. We need to break these barriers by positioning the women already succeeding in these careers as role models, to show young girls just what they can achieve. Role models can provide a “real-life” perspective on careers advice and break down the gender barriers commonly associated with non-traditional professions.
This way, the perception of some jobs only being suitable for men and others, such as nursing, only for women, can be minimised, which helps both boys and girls to reach their potential. There are a number of influential women in the sciences in Wales, such as STEM ambassador and Sony engineer Jessica Leigh Jones and Baroness Llora Finlay, vice-president of cancer charity Marie Curie. These ambassadors are proof enough that your gender does not limit your success in STEM, and opportunities exist for other women to make their mark. Together, we need to ensure that these women are highlighted and encouraged within schools, changing the perception of fitting into the outdated norms of society.
A lot of this work has already been undertaken, both by Welsh charities and government bodies, including Chwarae Teg and the sector skills councils, but there are still huge steps needed to achieve gender parity in workplaces across Wales.
Representation of women in the media
One factor that inhibits younger females from confronting the social stigma and breaking gender barriers is the well-publicised representation of women in the media. As girls, Disney certainly told us that as long as we find our Prince Charming and get married, we will live happily ever after. With growing pressure for girls to focus on their appearance above all else, it comes as no surprise that an increasing number of girls see