TO JOB TRAINING: WHAT WORKS TO ENSURE WOMEN'S INCLUSION AND - PowerPoint PPT Presentation

ADDING A GENDER LENS TO JOB TRAINING: WHAT WORKS TO ENSURE WOMEN'S INCLUSION AND SUCCESS IN MALE-DOMINATED JOBS

AGENDA: A lot to talk about  Outreach and Marketing to Women  Putting a Gender Lens on Assessment Practices  Effective Education to Prepare Women for Apprenticeship/NTO  Gender Inclusive Policy and Practices

TEST YOUR GENDER EQUITY IQ! Women today earn, on average, how much for $1.00 earned by men? 1) African-American women today earn, on average, how much for $1.00 2) earned by men? Latina women today earn, on average, how much for $1.00 earned by 3) men? 42% of all men earn over $50,000. What percent ofwomen do? 4) Of the 440+ occupations, how many are the majority of women working 5) in? What is the percentage of women in apprenticeship? 6) What is the difference between men and women’s wages at placement 7) upon exiting the job traininng system? What is the lifetime difference in earnings of a woman working in the 8) trades vs. a woman in a job as a nurse assistant?

GENDER EQUITY IQ - ANSWERS 1) Women on average earn 79% of men’s wages 2) African-American women earn only 69% 3) Latina women earn only 59% 4) 9% — and this was the ceiling, although it is the floor for male workers. 5) 77% of all women work in just 20 of 440 occupations The percentage of women in apprenticeship = 7.1% 6) 7) In Illinois we found a $1.48 difference in wage at placements between men and women exiting WIA. more than a $3,000 difference annually. Some LWIA’s the difference as great as $4.64, a $9500 difference The lifetime difference in earnings of a woman working in the 8) trades vs. a woman in a job as a nurse assistant -

Occupational Segregation by Gender: Accounts for as much as 30% of the wage gap Non-Traditional Jobs for Women Traditional Jobs for Women Occupation % Female Avg. Wages Occupation % Female Avg. Wages Truck Driver 8.9% $17.72 Secretary 96.1% $15.40 Mechanic 1.6% $19.07 Receptionist 93.6% $12.57 Firefighter 4.8% $24.25 Waitress 73.2% $9.77 Elevator <3% $32.31 Cashier 75.5% $9 Helper/JL 46.16

LIFETIME DIFFERENCE IN EARNINGS Traditional Nontraditional  Apprentice Carpenter Nurses Assistant  $15- 18/hr $10.29 per hour**  Journey-level Carpenter $ 20,581 per year  $ 37.77 per hour** $ 617,430 in 30 years  $ 75,540 per year  $ 2,266,200 in 30 years Earnings Difference: $2,266,200 - $617,430 = $1,648,770 But wait: What about Real Economic Security?!

Benefits to Women of Working in a Nontraditional Occupation (NTO)  Wages that lead to  family economic security  Pride of accomplishment  Increased self-esteem  Self-Reliance  Jobs with Good Benefits  On-the Job Training  Portable skills

ROOTS OF INEQUALITY  Lack of outreach and information BARRIERS TO  Stereotypes & sex segregated WOMEN’S Voc-Ed/WIOA PARTICIPATION  Limited training and disparate impact of selection criteria  Differentiated on-the job training, hiring, job assignments  Impact of micro-inequities over time

ADDING A GENDER LENS OUTREACH AND RECRUITMENT  Go out of your way!  Get women’s attention: Address women specifically in  the headline Highlight benefits/advantages of  nontraditional jobs Use materials that appeal  directly to women and feature women working  Pair outreach with education  Target by who gives the message. People need to hear/see the message more than once in order to respond.

Pair Outreach with Education People need to hear/see Information Sessions and the message more than Orientations once in order to respond.  What is a the job/ apprenticeship like?   Inform about wages/other benefits that lead to family economic security  What are working conditions like?  What are the entry routes/requirements and career paths  Inform about barriers and strategies to overcome.  Role Models  Hands- on activities  BE REAL! the good, the bad and the ugly

Myths and Misconceptions What gender related myths or misconceptions might make women hesitant to explore job opportunities? What facts refute the myth? • Myth _________________________________________________ • Fact _________________________________________________ • Myth _________________________________________________ • Fact _________________________________________________

PEOPLE LE NEED TO HEAR/SE SEE E THE MESS SSAGE MORE THAN ONCE IN IN ORDER TO RESP SPOND ND  People need to hear/see the message more than once in order to respond.  People need to hear/see the message more than once in order to respond.  Pe People le nee eed to to he hear/ r/see see th the me e mess ssage e more e th than once ce in orde der r to to r res espo pond nd.

Putting a Gender Lens on Assessment  Allow for applicant to get past the unknown  Use Gender Neutral/Inclusive  Experience aspects of working tasks Assessment Tools and responsibilities.  Raise questions about fit  Identify transferable skills from paid without judging. and unpaid work experiences.  Ask probing questions that go beyond  What are some common instincts stereotypes. about good candidates that might  Minimize yes or no prove to be judgmental or prejudicial questions female candidates?  Who is conducting the assessment?

A Gender Lens on Training: Ensuring an Equitable Training Program Role models and mentors that are  gender/race/ culture reflective A safe and supportive place for:  breaking through stereotypes  overcoming fear of the unknown and  the foreign Trying and practicing new things  Peer networking and support  Curriculum to address sex stereotypes,  harassment, discrimination Curriculum that reflects diverse populations’  experiences

What Do Women Need in the Classroom/Workshop?  Exposure to Work  Tool Identification  Test-taking Anxiety Reduction  Spatial and Mechanical Aptitude  Building Physical Fitness: Aerobics, Strength training, Agility  Self-esteem  Balancing work/ family  Strategies for surviving and thriving in a white, male-dominated environment

Adding a Gender Lens to Curriculum Combating Building Successful Discrimination and Communication and Sexual Harassment Interviewing Skills Prevention Health and Safety Learning Cultural of Women in Competency Construction

Guidelines for Teaching in an Inclusive Manner  Monitor classroom dynamics to:  ensure discussion isn’t dominated by more aggressive students  behavior, language and body language for stereotypes and sexist generalizations  Provide equal attention, feedback, criticism and praise  Male and female students work together/lead projects.  Avoid subtle/micro inequities in the classroom Inclusivity  Include a variety of lesson models  Beware of Stereotype Threat and Imposteritus Neutrality Sensitivity .

Benefits for Industry of Women’s Participation in Male-Dominated Jobs  Benefits of Diversity in Workforce  Expanded Pool of Candidates  Public Image  Social Justice  Equal Employment Opportunity and Affirmative Action Regulations  Women’s Economic Empowerment Improves Communities and the World!

Engage Industry in Program  See candidates in action  Assist in recruiting and assessing prospective employees  Building capacity for cultural competency  Building HR EEO/AA capacity and practices  Take candidates to industry events  Link to public works projects

And Policy Matters…  Federal Regulations -OFCCP  Women in Apprenticeable and Nontraditional Occupations Act – WANTO  American Apprenticeship Initiative  Workforce Investment and Opportunity Act  Perkins Career and Technical Education Improvement Act

Increase Women's Entry and Success In Nontraditional Jobs : Some simple steps  Set goals for women applicants, participants, graduates and placements  Assess program and partner's capacity to attract and serve women  Build staff understanding of the impact of gender wage inequity and gender segregation of the labor market  Design outreach and recruitment materials/plans to target women  Program allows for all prospective clients to receive career exploration activities  Career counselors are trained to promote nontraditional jobs to women  Develop and link to pre-apprenticeship programs that promote women’s inclusion and unique needs

Technical Assistance and Toolkits For the public workforce system, job training   pink-green-toolkit- programs, community agencies adding-gender-lens- includes presentations, trainings, webinars,  curriculum modules, briefs, templates, tip sheets, and planning documents to:  Midwest Technical  Assist in recruiting and preparing women for nontraditional occupations; Assistance Center for  Develop and add training curriculum and Women in instructional practices that are gender Apprenticeable/NTO/ neutral, inclusive and targeted.  Assist training programs in understanding and linking to organized labor, apprenticeships, and major employers.