Are girls are under-represented in STEM subjects? 16+ Results

FACT or FICTION?

Recommendation 12: A focus on STEM should sit at the heart of the development of Scotland’s Young

Workforce.

Ann Gillies – 16+ Opportunities for All DYW Presentation – 23 January 2018

Guidance for the development of University Outcome Agreements:

Reduce the number of subjects with extreme gender imbalance (defined as a 75/25 ratio or greater) by 50% by 2025-26 and eliminate extreme imbalance completely by 2030-31. Please note that this milestone and target builds in a capacity building assumption up to 2020.

Targets to reduce gender segregation

DYW Recommendations that relate to STEM (Addressing Equality, Diversity & Inclusion)

Recommendation 12: A focus on STEM should sit at the heart of the development of Scotland’s Young Workforce.

Recommendation 26: Scotland should embed equality education across Curriculum for Excellence.

Recommendation 28: Senior phase vocational pathways should be designed to encourage more gender balance across occupations.

Recommendation 30: Skills Development Scotland should develop an action plan to address gender disparities within Modern Apprenticeships. This should be underpinned by realistic but stretching improvement targets. SDS should report on this annually.

For Highlands’ Children 4 Improvement Plan - Equalities Improvement Group

FHC4 Outcome 14: Improvement in service provision is determined by the participation of children, young people and families and by understanding their views, wishes, and expectations.

Improvement priority: 3. Increase the number of young people with protective characteristics leaving school moving into positive and sustained destinations

Action:

Measure:

Reduce gender segregation in positive and sustained destinations for young people leaving school. Increased no. of girls moving into training or employment in science, technology, engineering or maths.

No. of girls studying science to exam level and at University

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Gender Split – all subjects Data extracted from all S4-S6 - Exam year 2017 - All SCQF levels

% Male

% Female

At >75% 9 male dominant subjects including 4 STEM subjects - Engineering Science, Engineering Skills, Computing Science, Physics 2 female dominant subjects 13 gender neutral subjects within 40%:60% which includes Mathematics and Chemistry

Comparison of all subjects

Male dominant Female Dominant

4.4 11.1

19.3 23.5

45.6 48.1 48.4

65.6 65.9 68.7 71.9

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Gender Split by STEM subject Data extracted from all S4 to S6 - Exam year 2017

% Male

% Female

4.8 10

16.6 20.4

29.4 29.6 36.5 38.1

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Rural Skills GraphicCommunication

Design andManufacture

Economics Accounting

Gender split by ‘peripheral’ STEM subjects Data extracted from all S4-S6 - Exam year 2017 – All SCQF levels

% Male

% Female

Male dominant Female Dominant

Male dominant Female Dominant

9.5

27.9

46.3 46.4 50 50.5

54.6 54.9 55.1 55.4 56 57.4 61.4 63.4 65.3 66.1

70.9 72.5 73.5 73.6 73.7 80.4

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Gender Split by Non-STEM Data extracted from all S4 to S6 - Exam year 2017

% Male

% Female

Subjects discounted under 40 pupils:

Art & Design (Design) (23) Latin (2)

Art & Design (Expressive) (35) Maritime Skills (3)

Business in Practice (7) Maritime Skills (3)

Classical Studies (5) Music Technology (13)

Creative Arts (8) Music Technology (13)

Creative Industries (12) Music: Portfolio (1)

Dance (6) Nuadh-Eolas (Modern Studies) (1)

Design & Technology (1) Performance Arts (1)

Eachdraidh (History) (2) Politics (16)

Early Education & Childcare (4) Practical Craft skills (3)

English & Communication (7) Practical Craft Skills (3)

Environmental Science (12) Practical Electronics (15)

ESOL (39) Science (4)

Fashion & Textile Technology (30) Science in the Environment (1)

Food, Health & Wellbing (2) Science: Interdisciplinary Project (4)

Food, Health and Wellbeing (2) Science: Interdisciplinary Project (4)

Hospitality: Practical Cake Craft (37) Social Subjects (1)

Info & Comm Tech (1) Travel & Tourism (38)

Lab Science (38) Uniformed and Emergency Services (10)

Gender Balance?

All subjects STEM subjects

Total number of subjects with 40+ pupils = 42

At >75% - 9 male dominant subjects 2 female dominant subjects

Gender Neutral within 40%:60% - 13 subjects

Total number of subjects with 40+ pupils = 11

At >75% - 4 male dominant subjects 1 female dominant subject

Gender Neutral within 40%:60% - 3 subjects

Peripheral STEM subjects Non-STEM subjects

Total number of subjects with 40+ pupils = 8

At >75% - 4 male dominant subjects 0 female dominant subjects

Gender Neutral within 40%:60% - 0 subjects

Total number of subjects with 40+ pupils = 22

At >75% - 1 male dominant subject 1 female dominant subject

Gender Neutral within 40%:60% - 10 subjects

42

21.4

4.8

31 12

33.3

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Total No. of Subjects Male Dominant % Female Dominant % Gender Neutral %

Comparison of gender balance

All subjects

STEM

Peripheral STEM

Non-STEM

Activity: How can we use the DYW Agenda to influence change?

Do you see this as a problem?

What age do you feel this gender imbalance occurs?

There are more male dominant subjects – how do we reduce this?

How do we reduce the barriers which prevent young people from taking STEM subjects?

How do we tackle gender stereotyping and bias?

Do you address this as part of your curriculum / PSE? How?

Who are the influencers? Who/what can help?