TABLE OF CONTENTS
1.
BACKGROUND TO THE STUDY
1
1.1
1.2
1.3
1.4
1.4.1
1.4.2
1.4.3
1.4.4
1.4.5
1.4.6
1.4.7
1.4.8
1.5
INTRODUCTION
STUDY OBJECTIVES
TERMS OF REFERENCE
METHODOLOGY
Literature Review
Analysis of Labour Market and Education Statistics
Key Informant Interviews
Focus Groups
Survey of Careers Guidance Counsellors
Survey of Secondary School Pupils
Interviews with Women Engineers
Identification of Policy Measures/Interventions
SUMMARY OF CONTENTS
1
1
2
2
2
3
3
3
3
3
3
3
4
2.
STATISTICAL ANALYSIS OF FEMALE REPRESENTATION IN ENGINEERING
5
2.1
2.2
2.3
2.3.1
2.3.2
2.4
2.5
ENGINEERING EMPLOYMENT
WOMEN WITH ENGINEERING QUALIFICATIONS
CURRENT FEMALE REPRESENTATION IN ENGINEERING AT TERTIARY LEVEL
Engineering Graduates
Women in Engineering Courses at Irish Universities
FEMALE REPRESENTATION AT SECONDARY LEVEL EDUCATION
CONCLUSIONS
5
6
7
7
8
8
9
3.
LITERATURE REVIEW
10
3.1
3.2
INTRODUCTION
RATIONALE FOR RESEARCH ON THE UNDER-REPRESENTATION OF WOMEN IN
ENGINEERING
Shift to a Knowledge Based Society
Added Value of Diversity in engineering
WOMEN’S PARTICIPATION IN HIGHER EDUCATION
FEMALE PARTICIPATION IN SECONDARY LEVEL EDUCATION
The Maths Curriculum
Access to Maths and Science Subjects
Perceived 'Image' of Maths and Sciences
Exam Performance
Textbook Bias
Classroom Experience/Bias
CAREER GUIDANCE AND GUIDANCE COUNSELLOR INFLUENCES
SOCIAL ISSUES RELATING TO WOMEN IN ENGINEERING
Parental Influences
Image is Everything
Lack of Experience with Engineering Toys
Loss of Self-Esteem as a Teenage Girl
Lack of Role Models
CONCLUSIONS
10
3.2.1
3.2.2
3.3
3.4
3.4.1
3.4.2
3.4.3
3.4.4
3.4.5
3.4.6
3.5
3.6
3.6.1
3.6.2
3.6.3
3.6.4
3.6.5
3.7
10
10
11
11
13
13
14
15
15
15
15
16
17
17
17
17
18
18
19
4.
SURVEY OF GUIDANCE COUNSELLORS IN POST-PRIMARY SCHOOLS
20
4.1
4.2
4.3
4.3.1
4.3.2
4.3.3
4.3.4
4.4
4.4.1
4.4.2
4.5
4.5.1
4.5.2
4.6
4.6.1
4.6.2
4.7
4.8
4.8.1
4.8.2
4.9
4.9.1
4.9.2
4.9.3
4.10
20
20
21
21
21
22
22
22
22
23
23
23
24
26
26
26
27
28
29
30
30
30
31
31
4.10.1
4.10.2
4.10.3
4.10.4
4.11
4.12
4.13
4.13.1
4.13.2
4.13.3
4.13.4
4.14
SURVEY OBJECTIVES
SURVEY METHODOLOGY
PROFILE OF RESPONDENTS
Gender of Respondents
Length of Service in Current School
Subjects Taught
Working Time Arrangements
PROFILE OF SCHOOLS
School Location
Type of School
GUIDANCE COUNSELLORS EXPERIENCE OF ENGINEERING
Introducing Pupils to Engineering
Access to Engineering Careers Information
PUPILS’ CHOICE OF ENGINEERING AT THIRD-LEVEL
Reasons for Studying Engineering at Third-Level
Negative Factors that Discourage the Study of Engineering
CAREER INFLUENCES FOR CHOOSING ENGINEERING
PREFERRED PATH TO STUDY ENGINEERING AT THIRD-LEVEL
Common-Entry Engineering
Direct-Access Engineering
CONTACT WITH SCHOOLS BY ENGINEERING STAKEHOLDERS
Contact with Engineering Firms
Contact with Third-Level Institutes
Contact with Engineering Initiatives
USEFULNESS OF ENGINEERING MATERIALS PROMOTED BY ENGINEERING
STAKEHOLDERS
Usefulness of Material/Events from Engineering Firms
Usefulness of Material from Third-Level Institutes
Usefulness of Materials from IEI and STEPS
Usefulness of STEPS/IEI Seminar
FURTHER ACTIONS TO PROMOTE ENGINEERING FOR FEMALE PUPILS
Promotion Efforts aimed at Female Pupils
FUTURE PROMOTIONAL OPPORTUNITIES
Parental Role
Role of Schools
Role of Higher Education Institutions and the Institution of Engineers of Ireland
Role of the State and Department of Education
CONCLUSIONS
5.
SURVEY OF SECONDARY SCHOOL PUPILS
44
5. 1
5.1.1
5.1.2
5.1.3
5.2
5.2.1
5.2.2
5.2.3
5.3
5.3.1
5.3.2
5.3.3
5.3.4
INTRODUCTION
Background to the Survey
Survey Objectives
Survey Methodology
PROFILE OF SCHOOLS SURVEYED
Location of School
Gender Composition of School
Type of School
PROFILE OF PUPILS IN SCHOOLS SURVEYED
Gender of Respondents
Junior Certificate Subject Taken
Leaving Certificate Subjects Taken
Subject Pre-requisite for studying Engineering at Third-Level
44
44
44
45
46
46
47
47
47
47
48
49
50
32
33
33
34
35
35
35
37
37
38
39
41
42
5.4
5.4.1
5.4.2
5.4.3
5.4.4
5.4.5
5.4.6
5.4.7
5.4.8
5.4.9
5.5
5.5.1
5.5.2
5.5.3
5.5.4
5.6
5.6.1
5.6.2
5.7
5.7.1
5.7.2
5.8
5.9
5.9.1
5.9.2
5.10
5.10.1
5.10.2
5.11
5.11.1
5.11.2
ENGINEERING AS A CAREER CHOICE
CAO Applications
Engineering as a CAO option
Reasons for Not Choosing Engineering - Male pupils
Reasons for Not Choosing Engineering - Female pupils
Applied for Engineering
Reasons for Accepting Engineering if Offered by CAO- Male Pupils
Reasons for Accepting Engineering if Offered by CAO- Female Pupils:
Degree Preferences for Engineering
Diploma Course Preferences
KEY INFLUENCES TO STUDY ENGINEERING
Family Members who Studied Engineering
Key Career Influences
Encouraged to Study Engineering
Discouraged from Studying Engineering
BELIEFS ABOUT ENGINEERING
Image of Engineering Courses/Study
Gender Issues within Engineering
PERCEPTIONS OF THE SKILLS/TRAITS OF AN ENGINEER
Personal Traits of Engineers
Skills of an Engineer
PERCEPTIONS OF GENDER ROLES IN DIFFERENT PROFESSIONS
EXPOSURE TO ENGINEERING
Engineering Task Experience
Access to Role Model Engineers
ACCESS TO ENGINEERING INFORMATION
Engineering Events
Engineering Promotional Materials
VIEWS ON ENGINEERING
Comments from Male Pupils about Engineering:
Comments from Female pupils on Engineering
50
50
51
51
52
53
54
54
54
55
55
55
55
56
57
57
57
59
62
62
62
63
64
64
65
66
66
67
68
68
69
6.
FOCUS GROUPS
71
6.1
6.2
6.3
6.4
6.5
6.5.1
6.6
6.7
6.7.1
6.7.2
6.7.3
6.7.4
6.8
6.8.1
6.8.2
6.8.3
6.9
6.10
6.11
INTRODUCTION
FOCUS GROUP METHODOLOGY
CAREER ASPIRATIONS
COURSE/POINTS REQUIREMENTS
CHOOSING ENGINEERING AT LEAVING CERTIFICATE
Why so Few Girls in Engineering Classes?
CHOICE OF ENGINEERING AT THIRD-LEVEL
PERCEPTIONS OF ENGINEERING AS A PROFESSION
What do Engineers Do?
What do Pupils Associate with ‘Engineering’?
Profile of an Engineer
Perception of the Engineering Environment
SOCIETAL ROLES OF MEN AND WOMEN
Gender Specificity of Jobs
Obstacles for Women Studying Engineering
Image of a Woman Engineer
INFLUENCES ON CAREER DECISIONS
VIEWS ON ENGINEERING PROMOTIONAL MATERIAL
CONCLUSIONS
71
71
71
72
73
73
74
75
75
75
75
76
76
76
77
77
78
78
79
7.
CASE STUDIES OF FEMALE ENGINEERS
81
7.1
7.2
7.3
7.3.1
7.3.2
7.3.3
7.3.5
7.3.6
7.3.7
7.4
7.4.1
7.4.2
7.4.3
7.4.4
7.4.5
7.5
7.5.1
7.5.3
7.5.4
7.5.5
7.5.6
7.5.7
7.6
7.6.1
7.6.2
7.6.3
7.6.4
7.6.5
7.7
7.7.1
7.7.2
7.7.3
7.7.4
7.7.5
7.8
INTRODUCTION
CASE STUDY METHODOLOGY
CASE STUDY OF THE CONSULTANT ENGINEER, AMY
Family Background and Education
Role-Models and Influences
Career Development and Promotion
Why Amy is successful in her career
Culture and Image of Engineering in the Private Sector
Women in Engineering
CASE STUDY OF THE FORMER ENGINEER, BARBARA
Family Background and Education
Role-Models and Influences
Culture of Engineering at University
Why Barbara Never Worked as an Engineer
Debunk the Myth: What further actions can be taken?
CASE STUDY OF THE ACADEMIC ENGINEER, CHRISTINE
Family Background and Education
Career Development and Promotion;
Work-Life Balance
Why Christine is Successful in her Career
Culture and Image of Engineering in Academia
Debunk the Myth What further actions can be taken?
CASE STUDY OF THE SITE ENGINEER, DEIRDRE
Family Background and Education
Role-Models and Influences
Career Development and Promotion; Work-Life Balance
Culture and Image of Engineering at University and the Public Sector
Debunk the Myth What further actions can be done?
CONCLUSIONS
Family Background and Education
Role-Models and Influences
Career Development, Promotion and Work-Life Balance
The University Culture and Image of Engineering
Debunk the Myth: Further Actions
CONCLUSIONS
81
81
81
81
82
82
82
82
83
83
83
83
84
84
84
85
85
85
85
85
86
86
86
86
87
87
87
88
88
88
88
88
89
89
90
8.
BEST PRACTICE MODELS
91
8.1
8.2
8.3
8.3.1
8.4
8.5
8.6
8.7
8.7.1
8.7.2
8.7.3
8.7.4
8.7.5
8.8
8.9
8.9.1
INTRODUCTION
91
APPROACH TO REVIEW OF MEASURES
91
PRIMARY SCHOOL INTERVENTIONS
92
Science Curriculum at Primary School
92
LACK OF EXPOSURE TO ENGINEERING
93
THE IMAGE OF ENGINEERING
93
WOMEN IN ENGINEERING ADVISOR AT THIRD-LEVEL
93
ROLE MODELS, MENTORING AND NETWORKING FOR WOMEN IN ENGINEERING 94
Need for Role Models
94
Role Models Initiative in United Kingdom & Europe
94
Mentor Models
95
Mentoring in Ireland
95
Networking Models
96
POLICY AND BEST PRACTICES AT EUROPEAN LEVEL
96
HOLISTIC APPROACHES
96
JIVE (Joint Intervention)
97
8.9.2
United Kingdom National Resource Centre (UKRC) for Women in SET
9.
CONCLUSIONS AND POLICY RECOMMENDATIONS
9.1
9.1.1
9.1.2
9.1.3
9.1.4
9.1.5
9.1.6
9.2
9.2.1
9.2.2
9.2.3
9.2.4
9.2.5
9.2.6
9.2.7
9.2.8
9.2.9
CONCLUSIONS
Statistical Review
Literature Review
Role of Guidance Counsellors
Views of Leaving Certificate Pupils
Focus Group Discussions among Secondary Pupils
Career Trajectories of Female Engineering Graduates
POLICY RECOMMENDATIONS
Establishment of a Task Force on Women into Engineering
National Engineering Centre
National Media Campaign
Primary Level Intervention
Secondary School Level
Support to Secondary Schools
Tertiary Level Education
Diversity and Awareness
Public Recognition and High Visibility for Women
BIBLIOGRAPHY
APPENDIX A
APPENDIX B
APPENDIX C
APPENDIX D
APPENDIX E
APPENDIX F
APPENDIX G
97
99
99
99
99
100
101
102
103
104
104
104
105
105
105
106
106
107
107
108
QUESTIONNAIRE TO GUIDANCE COUNSELLORS
LETTER TO GUIDANCE COUNSELLORS
COMPANIES IN TOUCH WITH SCHOOLS
HIGH TECH COMPANIES/SPONSORS OF STEPS
LETTER TO TEACHERS
LETTER TO STUDENTS
QUESTIONNAIRE TO LEAVING CERTIFICATE STUDENTS
A.1
B.1
C.1
D.1
E.1
F.1
G.1