HE MAINaim of the Diploma Gender Equality Project for London – which took place in Barking and Dagenham,
Newham and Tower Hamlets – was to enable young people and their parents or carers to be aware of stereotypical assumptions regarding their Diploma choices, progression opportunities and employment possibilities. T e guidance materials and resources
produced by the project were designed to eff ectively challenge those attitudes regarding gender and cultural expectations and introduce young people and their parents or carers to the wider range of opportunities available. Among the areas where gender inequality
is most marked are the Diploma in Hair and Beauty, where boys are very much the exception, and the Diploma in Construction and the Built Environment – a line chosen rarely by girls. In each of the three boroughs, careers
events targeted young people who may not have thought about careers in these sectors, with the aim of providing opportunities to challenge stereotypical assumptions. Employers were encouraged to provide positive role models as a way of increasing recruitment to specifi c lines of learning where gender inequality is most marked. T e project developed a range of materials
which can be used by careers co-ordinators, Diploma practitioners, Connexions advisors, tutors and other guidance staff .
Barking and Dagenham In Barking and Dagenham, employers involved with the delivery of Diplomas wanted to identify what barriers were preventing girls from entering IT and Engineering programmes, and why boys steered clear of Hair and Beauty. At taster sessions for learners, stereotypical
assumptions about working in the hair and beauty industry were challenged by using images and statements from men working in the sector. In a second activity, learners were alerted to the broader range of opportunities
that the Diploma in Hair and Beauty Studies can lead to. Other aims of the project in Barking and
involve learners in activities which are new to them, and quite diff erent to their existing experiences.
Dagenham were to: • Produce a set of interactive case studies based on taster activities for publication on 14 to 19 websites.
• Disseminate top tips developed to address gender equality issues with learners and parents/carers.
• Work with employers on provision of positive role models and increase atypical recruitment to specifi c lines of learning.
Case studies and mini assignments Barking and Dagenham is committed to challenging gender stereotyping across a Diploma lines of learning and all of its vocational learning provision in the 14 to 19 sector. At taster sessions for learners, stereotypical
assumptions about working in the engineering, hair and beauty, IT, society, health and development and sport and active leisure employment sectors were challenged using images and assumptions about gender in the sector. Employer and learner feedback was also sought. Case studies comprising taster activities
and assignments linked to Diploma lines of learning were produced and are available as separate documents. T e sessions helped to develop a wealth
of advice on how to address gender equality issues with learners and parent/carers, which is detailed in the next three sections.
Marketing the programmes Make sure that all marketing shows male as well as female learners and employees engaging in the activities of the Diploma and the careers that it leads to. Also, make sure that staff are proactive in
presenting positive encouragement to all when recruiting learners, and introduce taster days and ensure that whole groups are involved to ensure that equal information gets to all learners. It is also a good idea to run joint induction and activities across lines of learning to
Delivering Diplomas • Volume 2 No 2 Autumn 2010
Induction and year one Get employers involved in induction – for Society, Health and Development, involve male nurses, midwives, and community workers. Also female police offi cers, fi re service workers and ambulance drivers – take every opportunity to break down stereotyping, Also, always put learners in boy/girl pairs
to work on projects. Encourage work shadowing activity
during the fi rst year of the Diploma with male/female role models who work in diff erent kinds of roles. Staff should search for people who are
successful in chosen careers which have been traditionally aimed at the opposite sex: female management in the NHS, female surgeons, female community workers and police, male health workers, male primary school teachers, male carers.
Changing perceptions It is diffi cult to change the way organisations and sectors are perceived, but it can be done. Make it the norm – the expectation – that boys will go into Society Health and Development careers. Play it down to some extent, so it is not seen as special, just equal. Avoid or question stereotypical imagery and draw attention to and address gender- related perceptions. Overtly focussing on “gender specifi c” topics can be perceived as patronising and can therefore be counter- productive.
• Ian Duckett is Diploma adviser to the London Borough of Barking and Dagenham 14 to 19 Partnership. He is also a member of theDelivering Diplomas editorial board.
Further information • Gender Equality Race Inclusion Project (2006):
www.geriproject.org
11 DD
T e gender divide T
The government’s Diploma Gender Equality Project for London was part of a nationwide initiative designed to challenge perceptions across a number of Diploma lines of learning. Ian Duckett off ers some tips on tackling the issue of gender stereotyping
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