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Women in Engineering Project at Central TAFE Gillian Hatt
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Gillian Hatt is a Sociologist with a particular interest in social studies of
science, technology and medicine. As an undergraduate at Southbank University in
London she was particularly enthused by a unit in the Sociology of Knowledge.
This has led to an ongoing fascination with the social construction of medical
and scientific knowledge. Her Ph.D undertaken at Bath University in the UK,
examined the cultural differences which are apparent in the diagnosis and
treatment of low blood pressure within the context of Western medicine. After
undertaking research at the University of Melbourne for four months, as part of
an overseas scholarship during her postgraduate study, she decided to emigrate
to Australia after completing her Ph.D and has been in Perth for 12 years.
Dr Hatt is currently employed as a Consultant for a project being undertaken at
Central TAFE in Western Australia which seeks to increase the participation rate
of female students undertaking engineering courses at Central TAFE from high
school. Although there is a low participation rate by women in engineering
courses generally, coupled with this is the observation of a low participation
rate in some of the upper high school subjects that lead to entrance in
engineering courses. The project is being funded by the Department of Education
(WA) in the form of a TAFEWA Innovation Strategy grant. The aim of the project
is to develop a strategy and set of materials ready for implementation of a
pilot program in selected high schools in WA during 2008.
Dr Hatt is in the process of completing a report examining the barriers and
critical success factors that are involved in increasing women’s participation
in engineering courses of study. This has identified a number of issues. Firstly
there is the ‘image problem’ of engineering which discourages women. Attempts to
re-engineer this image without addressing some of the changes that are needed in
workplace culture are problematic. A second problem associated with this image
is the characterisation of engineering as an elite profession to which only
‘elite women’ may be encouraged to join. There is an urgent need to promote a
broader range of the types of careers (at various levels – particularly those
relevant to courses in the TAFE sector which are not always acknowledged) that
women can undertake.
Reference is also made in her report to more general workplace trends in the
Australian labour market, in particular the observation that Western Australia
has a highly sex segregated labour market in which women tend to be clustered in
lower-paid, casual or non-career part-time jobs that are traditionally
undervalued. This addresses a startling paradox – despite girls’ overall higher
average performance in most subjects in year 12, being female becomes a
significant socio-demographic factor influencing positive labour market
outcomes. If the engineering profession is looked at specifically, it is
apparent that as women’s careers in engineering progress they too are clustered
in lower paid and lower status positions when compared to their male
counterparts. There are also a significant number of women who are qualified but
choose not to continue working in the profession.
The processes by which girls and young women may be discouraged from considering
engineering as a viable career option are also considered. The perception of
engineering as a masculine domain, and the problems of earlier studies that have
relied on assumptions of stereotypical differences between boys and girls are
discussed. It is apparent that from primary school onwards, ‘non-traditional’
careers may not be promoted to girls, perhaps because of a lack of understanding
about what engineering is and the pathways into the profession, but also because
of assumptions about the sorts of careers that girls are best suited to. Several
research studies indicate that parents, careers advisers and teachers are all
very influential in the decisions that young people make about their future
careers and educational pathways. Informing and involving these individuals in
any attempt to increase young women’s participation in engineering courses at
TAFE would seem to be essential.
Another issue that needs to be considered is the image problem of TAFE, which
acts as another barrier to women’s participation in the sector. It is evident
that when women do engage with VET they still tend to be clustered in more
traditional areas of study for their gender. There is a need for the VET sector
to put equity issues back on the agenda as a matter of priority if these matters
are to be addressed.
It is apparent that attracting more women into engineering education and the
profession involves a complexity of issues, and there is a need for a
co-ordinated approach to tackle these factors. The project aims to establish a
cohesive approach building partnerships involving the College, industry and
relevant governmental and non-governmental organisations. This is essential for
addressing some of the barriers that lie outside of the scope of the TAFE
sector. If initiatives are undertaken to increase women’s completion of
engineering courses at TAFE, it is essential that the barriers related to their
retention and development in industry are also addressed as critical issues.
Ultimately if women do not stay in the engineering industry after leaving VET
then little will have been accomplished!
Planning is currently underway for a pilot program of initiatives. These are
expected to include revising current engineering course brochures for the
College, setting up a mentoring scheme for female engineering students,
investigating industry funded scholarships, and working with a cluster of high
schools and targeting female students at key decision making points. The
feasibility of a program which involves visits by female ‘engineering
ambassadors’ to schools, visits to Engineering companies and engineering project
work activities are also being investigated. Providing professional development
programs for teachers and careers advisers to update their skills and learn more
about the industry are also being considered, along with a professional
development program for engineering staff at the College which could assist with
addressing the gender-inclusivity of the curriculum that is currently delivered.
