x does not equal y r. your presenters thomasena philenrenee tomlinson renee cardarellepatti...

X Does Not Equal Y R

Your Presenters

Thomasena Philen Renee Tomlinson

Renee Cardarelle Patti Ellingson

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What We Are Going to Cover

Why We are HereThe Situation Classroom DynamicsRecruitment and Tools/ResourcesResources for Supporting Women

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Why are we here? R

Two thirds of the people in the HVACR industry in the year 2020 will be people who were not in the industry in the year 2010.

The Situation

1Source: Bureau of Labor Statistics, U.S. Department of Labor, Current Population Survey

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Employment of heating, air conditioning, and refrigeration mechanics and installers is projected to grow 21 percent from 2012 to 2022, faster than the average for all occupations1

The Situation


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Of 9,000 students aged 15 to 27 surveyed, one HVAC related company made the list of the top 200 preferred companies to work for.2

The Situation

2Source: http://www.nshss.org/media/1583/nshss-career-survey-2013.pdf

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The Situation

Where will the HVACR industry get all of the recruits it needs to meet current and future marketplace demands?

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The Situation

47% of total U.S. workforce are women1

57% of all U.S. working age women are in the workforce1

1.3% are in the construction trades1

Less than 1% work in the HVAC-R fields362,000 total of technicians in the industry, less than 2,300 are female2


2Source: http://www.dol.gov/wb/stats/NontraJobs_2010.htm

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The Situation

Women exceed men in community college enrollment

Majority of women are enrolled in traditional fieldsHigh school and college counselors typically don’t guide young women toward technology

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The Situation

“…in higher education, young women pursue a much narrower range of subject-areas, and, as a consequence, in their later occupational lives find fewer options open to them.”

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The Situation

Is this new information to anyone?

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Classroom Dynamics

How many of you have had a woman in your class?

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Classroom Dynamics

Your classroom is the first experience a student is going to have with the ‘industry’

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Classroom Dynamics

Did you feel any different as an instructor leading the class? Were there any of those “awkward moments?”

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Those Awkward Moments – 30 Seconds

Males“What is she doing here?” “I’d better watch my language.”AttractionCompetitionResentment Bemusement“Token Syndrome”Assumptions

Females“Why are they staring?”“Where is the friendly face?”IntimidationResentmentReticence Low confidenceSelf consciousAssumptions

Those awkward moments – 30 seconds

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Classroom Dynamics

What you might be thinking:“ I treat all of my students equally .”

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Classroom Dynamics

Gender BiasMay be unintentional

AssumptionsAbilities/Inabilities

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Classroom Dynamics

Assumptions often made:“Best student ever…”“Worst student ever…”“Just couldn’t hack it…”“Women are more detail oriented…”

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Classroom Dynamics

“Can’t get with the program…”“She won’t be able to handle the math…”“She will be a great communicator…”“She is just in this program to find a guy…”“The guys aren’t going to like this…”

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Classroom Dynamics

Instructor is in control of the environmentAnalyze your own preconceptions firstEmploy best practices for integrated work placeCannot assume anything about any student – they will always surprise you

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Classroom Dynamics

Individuals make a group – not all male environments are hostile to femalesIn a college setting, males and females attend academic classes together

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Classroom Dynamics

What do you really mean?“You just got beat by a girl!”“You gossip like a bunch of girls.”“Cry like a girl.”“Man up”

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Classroom Dynamics

Appearance of FavoritismGoing above and beyond to be inclusive can be misconstruedBeing “harder” on the guys will be noticed

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Classroom Dynamics

Awareness of “hot buttons.”“I’m amazed at how well you are doing.”“I’m impressed with how quickly you are picking up on this.”“Pretty and smart!”You did that well…for a girl!

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Something to think about:"Don't treat us differently - don't call on us more or less often - don't assume we're all experts on feminism if we're the only woman in the section." ('94)

http://isites.harvard.edu/fs/html/icb.topic58474/TFTwomen.html

Classroom Dynamics T

Classroom Dynamics: Some Strategies

Assume nothing about your students with regard to gender, treat them ‘equally’, but make an effort to respect their differences.


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Create an invitation to speak by offering a range of encouraging responses. If there are reticent women in the class, the sense that there is an invitation to speak without being put on the spot can be a strong inducement to participate.


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Do not allow the same students to dominate every discussion. Break up gendered monopolies by eliciting responses from others.


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Know your students individually, their attitudes and reasons for their silences and respond accordingly.


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Don't call on women to the exclusion of men. Students tend to resent a new favoritism as much as the old.


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To create openings for reticent women, you might try to:

Ask students all to take turns at presenting material or assign them to small groups or supportive pairs to solve a problem.Give students time to answer and be sure to indicate that you are paying as much attention to the hesitant ones as to others.Credit a quiet student by making her the expert of the moment.


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To create openings for reticent women, you might try to:

Refer back to the comment of a quiet woman to make it a pillar of discussion.Avoid interruptions. Your own impulse to complete your students' thoughts for them, or that of other students may discourage quiet students.Resist filling every uncomfortable pause with your own voice.


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Avoid the temptation to call only on the most talkative students. Appreciate aggressive women as you would aggressive men, but be aware of the effects that each has on others and the group.


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Encourage women who seem to be at a disadvantage by virtue of culture or training: who expect to be interrupted, doubt their own authority or frame their comments as questions.


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Resist the temptation to respond to inquiring tones of voice as if they were questions. Instead of answering, try to identify and credit the comment within a question.


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Classroom Dynamics: Environment

“For women, the difficulty of penetrating historically male dominated occupations, coupled with the unwillingness to accommodate them in those occupations, makes the environments unattractive for enticing substantial numbers of women into these fields and retaining them there.”

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Classroom Dynamics: Environment

Fed

Comfortable

Rested

Relaxed

Personal Safety

Property Safety

Health

Well Being

Belonging

Part of a Team

Wanted

Confidence

Contributing

Respected

Respectful

Creativity

Problem Solving

Acceptance of Facts

Spontaneity

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Support

The greatest support is other men & women in the industry!•Get involved•Find a local chapter, union or organization•Join or follow industry groups on social media (Facebook, LinkedIn, etc.)

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Support

• Sign up for free industry magazine and papers• Stay informed – Knowledge is Power!• Don’t be afraid to ASK QUESTIONS!

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Support

Join supporting organizations who offer:•Networking•Mentor Programs•Online continuing education•Classes & professional development (CEUs)•Social Media sites to stay connected

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Recruitment Efforts

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Recruitment: Explore the Trades

We created Explore the Trades to help promote the lucrative and professional career path in the PHCE service industry.

We want to help you get today’s students excited about a tomorrow in the trades!

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Recruitment: Resources

Tools You Can Use To Recruit Students

•Explore the Trades & Troops to Trades Websites: www.explorethetrades.org

•Finding Your Balance Video https://vimeo.com/77415543

•Scholarships

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Recruitment: What would help you?

If you were working to attract women into your program, what would you do differently than is being done now?

Does your school have any materials that are designed to recruit women into HVAC?

What tools would be useful for attracting more students into your program?

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Successful Integration

TeachingDefense IndustryMedical ProfessionMilitaryManufacturingSports JournalismWall StreetScience

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Contact Us!

Thomasena Philen Renee Tomlinson

Renee Cardarelle Patti Ellingson

Phone:Email:

Phone: 1-800-726-9696Email: [email protected]

Phone: 651-789-8518Email:[email protected]

Phone: 860-894-4442Email: [email protected]

Presentation Sourceshttps://www.youtube.com/watch?v=ctaAkNDQWDM https://www.youtube.com/watch?v=JFeXuaDsvtI&list=PLl_Pzb6zm4LQ55T6avXxCTG4jk6ZCXDePhttps://www.youtube.com/watch?v=C-lA-GkB7eI&index=2&list=PLl_Pzb6zm4LQ55T6avXxCTG4jk6ZCXDePhttps://www.youtube.com/watch?v=YX6DdcgMinI&index=4&list=PLl_Pzb6zm4LQ55T6avXxCTG4jk6ZCXDeP https://www.youtube.com/watch?v=YX6DdcgMinI&index=4&list=PLl_Pzb6zm4LQ55T6avXxCTG4jk6ZCXDeP http://www.dailylife.com.au/news-and-views/dl-opinion/how-to-spot-a-misogynist-20120430-1xueh.html http://isites.harvard.edu/fs/html/icb.topic58474/TFTwomen.htmlhttp://digilib.gmu.edu:8080/dspace/handle/1920/9112?show=full

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