Girls' jobs for the boys? Men, masculinity and non-traditional occupations

Occupational segregation by sex remains the most pervasive aspect of the labour market. In the past, most research on this topic has concentrated on explanations of women’s segregation into low paid and low status occupations, or investigations of women who have crossed gender boundaries into men’s jobs, and the potential impact on them and the occupations. In contrast, this article reports on a small scale, qualitative study of ten men who have crossed into what are generally defined as ‘women’s jobs’. In doing so, one of the impacts on them has been that they have experienced challenges to their masculine identity from various sources and in a variety of ways. The men’s reactions to these challenges, and their strategies for developing and accommodating their masculinity in light of these challenges are illuminating. They either attempted to maintain a traditional masculinity by distancing themselves from female colleagues, and/or partially (re)constructed a different masculinity by identifying with their non-traditional occupations. This they did as often as they deemed necessary as a response to different forms of challenge to their gender identities from both men and women. Finally, the article argues that these responses work to maintain the men as the dominant gender, even in these traditionally defined ‘women’s jobs’

Researching cultures in science, engineering and technology: an analysis of current and past literature. Research Report Series for UKRC No.7

This report is a literature review of published research on the cultures of Science, Engineering and Technology (SET) and the impact they have on women professionals employed in the sector. The report focuses primarily on the UK perspective, with reference to other Western countries where relevant

Interdisciplinary content, contestations of knowledge and informational transparency in engineering curriculum

With the introduction of key information sets (KIS) for all university programmes in the UK from 2012, the character, content and delivery of university degrees may be increasingly used by potential students to differentiate between degree programmes. Therefore, developments in curricula and the relationship to the profession are of growing importance. In this paper, we explore the role of programme content in prospective students’ decision-making and describe the prevalence of interdisciplinary content in civil engineering curricula. Following this, we detail student perceptions of interdisciplinary content. It is found that universities currently operate a varied approach to transparency regarding curriculum; students pay little attention to programme content before embarking on their chosen degree; and engineering students view interdisciplinary content in the curriculum with ambivalence, usually ascribing its necessity in the preparation for post-university employmen

'They're not girly girls': an exploration of quantitative and qualitative data on engineering and gender in higher education

Despite sustained efforts to promote engineering careers to young women, it remains the most male-dominated academic discipline in Europe. This paper will provide an overview of UK data and research on women in engineering higher education, within the context of Europe. Comparisons between data from European countries representing various regions of Europe will highlight key differences and similarities between these nations in terms of women in engineering. Also, drawing on qualitative research the paper will explore UK students' experiences of gender, with a particular focus on the decision to study engineering and their experiences in higher education. © 2012 Copyright SEFI

‘They're not girly girls’: an exploration of quantitative and qualitative data on engineering and gender in higher education

This article was published in the journal, European Journal of Engineering Education [© Taylor & Francis] and the definitive version is available at: http://dx.doi.org/10.1080/03043797.2012.661702Despite sustained efforts to promote engineering careers to young women, it remains the most male-dominated academic discipline in Europe. This paper will provide an overview of UK data and research on women in engineering higher education, within the context of Europe. Comparisons between data from European countries representing various regions of Europe will highlight key differences and similarities between these nations in terms of women in engineering. Also, drawing on qualitative research the paper will explore UK students' experiences of gender, with a particular focus on the decision to study engineering and their experiences in higher education. © 2012 Copyright SEFI

Does the engineering culture in UK higher education advance women’s careers?

Current research suggests that increases in the number of women studying engineering and related courses have not been matched by a similar increase in women engineering professionals. This suggests that although women are attracted to engineering, their experiences in higher education (HE) discourage them from pursuing their chosen career path. The paper explores whether the masculine culture of the engineering sector permeates the culture and curriculum in engineering HE, and if it does, what impact this has on women engineering students. This is achieved through semi-structured, qualitative interviews with a range of female engineering students from both the pre and post 1992 university sectors. Findings indicate that while women are not deterred from pursuing their chosen engineering career, the culture and structure of the engineering education system has been designed for a male audience. This suggests that engineering HE does not benefit most female students to the same extent as male students. It is recommended that HE engineering must review its structure, culture, practices and curriculum if it is to retain female engineering graduates and to attract more women into the sector. This paper fulfils an identified gap in research on women in engineering and will be of interest to university engineering departments and faculties and the Engineering Council, as well as to those in the fields of social policy, education and equal opportunities

The scrutinized priest:women in the Church of England negotiating professional and sacred clothing regimes

This article examines the integration of women priests in the Church of England through the lens of dress. Clothing is a salient dynamic in occupational cultures, particularly in relation to the regulation of gendered bodies. Women's ordination to the priesthood was only sanctioned in 1992. Complex clothing regimes are negotiated, for ordination bestows upon the priest certain clothing rights and responsibilities. However, such attire has traditionally been associated only with the male body, creating tension in relation to women's appropriation of this sacred and professional dress. Based on in-depth interviews with 17 Anglican clergy women, this article will focus both on the scrutiny the women experienced in relation to their clothing choices, as well as the relationship the women themselves negotiated with their clothes. It will be argued that as representatives of both a sacred and professional domain, clothing had to be carefully managed by clergy. Dress functioned as a key test in women's integration into the organization, often operating as a constraining and exclusionary mechanism

Managing and monitoring equality and diversity in UK sport: An evaluation of the sporting equals Racial Equality Standard and its impact on organizational change

Despite greater attention to racial equality in sport in recent years, the progress of national sports organizations toward creating equality of outcomes has been limited in the United Kingdom. The collaboration of the national sports agencies, equity organizations and national sports organizations (including national governing bodies of sport) has focused on Equality Standards. The authors revisit an earlier impact study of the Racial Equality Standard in sport and supplement it with another round of interview material to assess changing strategies to manage diversity in British sport. In particular, it tracks the impact on organizational commitment to diversity through the period of the establishment of the Racial Equality Standard and its replacement by an Equality Standard that deals with other diversity issues alongside race and ethnicity. As a result, the authors question whether the new, generic Equality Standard is capable of addressing racial diversity and promoting equality of outcomes. © 2006 Sage Publications

Trade unions and work-life balance: changing times in France and the UK?

The mixed empirical findings to date have indicated that some, but not all, unions in industrialized countries are actively involved in campaigning and bargaining around work–life balance (WLB) issues, as part of a modernization agenda linked to feminization and to ‘positive flexibility’. This article seeks to identify factors that might encourage or inhibit trade unions from involvement in WLB issues, within a cross-national comparative perspective focusing on two countries (France and the UK) that have contrasting working time regimes and approaches to WLB. It draws on original research carried out in two sectors — insurance and social work — in these two countries. The article links the emergence of union WLB programmes and bargaining agendas to genderequality concerns within the union and to the gender composition of the sector, as well as to the working time regime, including the mode of action, partnership being a significant corollary of WLB campaigning in the UK. We find support for the modernization thesis in the UK, particularly in the public sector, but within severe constraints defined by employer initiative