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2. By Lynn Green and Bill Bennett

3. Tonight’s Agenda • History of women’s struggles to work & be educated • Existing Laws: • Equal Pay Act/Civil Rights Act • Title IX of the Education Amendments • Nothing has changed • Perkins I and IV • Participation in non-traditional courses • Completion of non-traditional courses • Barriers: • Sexism & stereotypes • Inaccurate consolidated annual reports • Changes that need to be made: • Programs and Practices That Work (PPTW) • 18 ways to improve equity • More grants needed • CAR calculations need changing Mary Lyon

4. Women’s Fight for Equal Rights • Since the 19th century women have fought for equality in the work place. • This battle continues for equal pay however women have made a significant break-through in many work fields. • Sexism and stereotypes continue to prevail.

5. Women in the Workforce • During WWII the U.S. experienced the largest influx of women into the workforce in its history. • Women now make up 46% of US workforce.

6. Women in the Workforce • By 1997, nearly 60% of American women were in the labor force. • Up from 33 percent in 1950. (Workforce 2020) • Women in the U.S. workplace more than tripled from 1948 to 1995. • 17 million women were employed in 1948 compared to 60 million in 1995. (Bureau of Labor) • Among Fortune 500 companies • 5% of senior managers are women • 10% of board members are female(Glass Ceiling Commission report, from SF Chronicle, 1/18/96) • Single moms serving as head ofhousehold are new norm.

7. Women in Business • Women owned businesses make up: • 33% of all domestic firms • 40% of all retail and service firms (U.S. Census Bureau). • Women-owned businesses: • Employ 15.5 million people • 35% more workers in the US than Fortune500 companies employ world-wide. • Make up 7.7 million businessesin the US. • Generate nearly $1.4 trillion in annualsales.(Women-Owned Businesses: Breaking the Boundaries from The DevillierReport)

8. Women in Education • In 1971-72 school year nearly 3 million women enrolled in secondary or post-secondary vocational programs. • Some program offerings still denied base on sexual-bias. • Some non-traditional enrollment has changed • Women enrollment changes 1971-72 vs. 1981-82 • Marketing +12.1% • Technical +12.5% • Agriculture +16/3% • Trade/Tech +6.8% • Home Economics -6.5% • Office Occupations -2.6%

9. Women in Education • Women are becoming better educated. • Some women are electing nontraditional paths such as: • Engineering, science technicians, and computer specialists. • Starting their own businesses. • Women have invaded & proven themselvessuccessful in traditional white male bastions: • Architects • Economists • Pharmacists • Lawyers • Journalists • Executives and Administrators

10. Existing Laws • Equal Pay Act of 1963 • 1st significant legislation relating to vocational equity • Called for the end of discrimination based on sex in payment of wages for equal work • Title VII of the Civil Rights Act of 1964 • Prohibited discrimination in employment on the basis of sex, race, color, religion, and national rights • Scope was more extensive than the Equal Pay Act

11. Existing Laws • Title IX of the Education Amendments of 1972 • Renamed Patsy T. Mink Equal Opportunity in Education Act in 2002 • Enacted on June 23, 1972. • Landmark legislation banning discrimination in education on the basis of sex • A 37-word law that states: • "No person in the United States shall, on the basis of sex, be excluded from participation in, be denied the benefits of, or be subjected to discrimination under any education program or activity receiving Federal financial assistance.“

12. Existing Laws • Women’s Educational Equity Act of 1974 • Provided funding of projects to advance education between women and men • Specifically provided for expansion and improvement of programs for females in vocational education and career education • Educational Amendments of 1976 • Required development & implementation of programs to eliminate sex discrimination, sex, bias, & sex-role stereotyping • Each state required to hire a full-time sex equity coordinator to: • Provide leadership in eliminating barriers • Offer technical assistance to local educators • Develop a public relations program

13. Perkins I (1984) • Emphasis placed on employing gender equity in vocational programs • States were directed to: • Spend 8.5% of federal funds to provide educational education & training for: • Single parents • Homemakers • Displaced homemakers • Spend 3.5% of federal funds to • Eliminate sex bias and stereotyping • Support males in non-traditional roles • 1990 reauthorization continued much of the same rules

14. Perkins IV (2006) • Requires state and local recipients of federal funds to: • Make progress in improving student participation in and completion of CTE which leads to nontraditional training and employment. • Part of the accountability system (section 113). • Mandates that states record and report percentages for: • Section 113 b2A: Non-traditional Participation • Section 113 b2A: Non-traditional Completion

15. Existing Laws are Working • Existing laws have been created to ensure that sufficient numbers of students are: • Being recruited into programs that are non-traditional* for their gender • Persisting in and completing these programs • Two separate indicators are necessary to determine whether critical interventions such as professional development, mentoring, parental involvement, and peer support programs occur between recruitment and completion. * The term ‘non-traditional’ means programs, occupations or fields of work, including careersin computer science, technology, and other current and emerging high skill occupations, forwhich individuals from one gender comprise less than 25% of the workforce.

16. Existing Laws Aren’t Working • Of the 7 traditional vocational education areas, 6 are heavily sex typed (Marketing is the exception) (Gordon, 2010). • Many women continue to perceive their role in life as domestic (Gordon, 2010). • Displaced homemakers • Female single parents • Teenage mothers • Pregnant & parenting teens encounter discrimination in schools (Gordon, 2010). • Many are minority and fall into lower socio-economic category.

17. Existing Laws Aren’t Working • Title IX of the Education Amendments of 1972/76 • Law has been in effect for 34 years • Data shows that the level of under-representation of women in CTE fields that are nontraditional for their gender has remained virtually unchanged since 1979. • In high schools country wide males dominate: • Automotive technology • Construction • Engineering • While females dominate: • Nursing

18. Sex Segregation in H.S./Boys

19. Sex Segregation in H.S./Girls

20. Secondary Completion NTO Male Completion Rate: 2007 Data Female Completion Rate: 2007 Data

21. Secondary Participation NTO Male Participation Rate: 2007 Data Female Participation Rate: 2007 Data

22. Postsec Completion Rate NTO

23. Postsec Participation Rate NTO

24. Skill Attainment in Engineering and Industrial Technology

25. Completions in Engineering and Industrial Technology

26. Female Enrollment/Job Wages Female jobs avg. wage $14.26/hr Male jobs avg. wage = $18.48/hr

27. Statewide Non-Trad Participation

28. Statewide Non-Trad Completion

29. Female CTE Statistics • Under-representation of women in CTE fields that are nontraditional for their gender has remained virtually unchanged since 1979 (PPTW, 2005). • High school girls also continue to be under-represented in critical math and science fields as well (PPTW, 2005). • In 2008, girls made up only 31% of students taking AP physics exams and only 17% of students taking AP computer science exams (PPTW, 2005).

30. Female Dropout Rates • According to the National Women’s Law Center • Girls are dropping out of schools at alarming rates • Studies show schools can be successful in reducing dropout rates when: • They offer CTE programs • Make the link between academic work, college success & careers • Schools that want to reduce their dropout rates must: • Ensure girls have equal access to career and technical education • Provide training for high-skill, high-wage jobs

31. Barriers • Why Are Females Under-Represented? • Reason are complex • Research links problem to: • Sex discrimination • Sex stereotyping • Examples of sex discrimination and stereotyping: • Permitting sexual or gender-based harassment in classrooms. • Inadvertently allowing boys to monopolize equipment or teacher attention. • Steering girls & boys away from nontraditional courses—can create real barriers that prevent students from being able to make informed choices about or pursue their education and careers.

32. Barriers • Other barriers that may contribute to the disparities in enrollment include: • Student and parent lack of awareness about nontraditional CTE opportunities. • Student internalization of sex-stereotyped roles. • Peer pressure to avoid nontraditional CTE courses. • Cultural pressure to avoid nontraditional CTE courses. • Reluctance to be a “pioneer” in a new field.

33. Barriers • Bias is - behavior, attitude, or prejudice resulting from the assumption that one sex is superior to another. • Stereotyping is – attributing behaviors, abilities, interests, values, and roles to an individual or group on the basis of sex. • Discrimination is – thedenial of opportunity,privilege, role, or rewardon the basis of sex.

34. CAR • Consolidated Annual Report • OVAE requirement for states • Report by states on non-traditional participation rates by men and women • Definitions are vague • Percentages are being miscalculated

36. CAR Calculations

37. CAR Risk Ratio Formula

38. Programs & Practices That Work • PPTW started in 2005 by: • The Association for Career and Technical Education (ACTE) • The National Alliance for Partnerships in Equity (NAPE) • The National Association of State Directors of Career and Technical Education Consortium (NASDCTEc) • The National Women’s Law Center (NWLC)

39. Girl Tech • http://www.girltech.com/community.aspx 2009 PPTW Honored Program Winner

40. How to Retain Females in Nontraditional Courses • Implement research-based strategies for improving enrollment and retention of students in nontraditional CTE programs • Effectively identify and build strong education-community partnerships, interagency coalitions and business partnerships. • Introduce students to role models, including professionals who have nontraditional careers and peers who participated in nontraditional CTE programs. The role models answer questions, share stories, and frequently interact with and mentor students. • Provide hands-on opportunities for students to learn about and apply skills. • Document the program in a manner that is replicable by others attempting to implement similar programs • Centrally coordinate all the schools in a community college or secondary system.

41. How to Retain Females in Nontraditional Courses • Measure the outcomes and results of the project by collecting data about the students who participate in the program or benefit from the practice, including whether they have been retained in the field or continued their education in other areas. • Collect testimonials and seek both positive and negative input from program participants to measure their enthusiasm for the program and make improvements where necessary. • Expand model programs to other under-served populations that have historically not participated in careers that are nontraditional for their race, disability or socioeconomic status. • Build upon or cultivates an institutional commitment to gender equity and compliance with civil rights laws and uses the program as an opportunity to train all staff about gender equity. • Respond to the needs of the local labor market and features high-demand occupations.

42. 18 Ways to Improve Equity • Examine your teaching behavior to see which students get the most and best responses from you. • Use praise as a deliberate strategy coupled with feedback about the quality of work and what, if anything, needs to be done. • Give criticism in the form of a question. • Don’t always call on the first hand that goes up. • “Coach” females as well as males. • When you ask the class a question, look at all students. • Listen attentively to all students when they speak.

43. 18 Ways to Improve Equity • Intervene when male students show disrespect for female students (or the reverse). • Do not allow students to interrupt each other (Male students often interrupt female students). • Use small groups to foster cooperative, rather than competitive learning. • Avoid stories, jokes and comments that denigrate women and girls. • In giving credit to students’ contributions, be sure to give it to females as much as males and to the right person.

44. 18 Ways to Improve Equity • Judge females’ (and males’) contributions to the class by the content of their ideas rather than by the style of their speech. • Use parallel terminology in describing both genders, such as “men and women,” or “boys and girls,” not “girls and men.” Use “he or she” rather than the generic “he” or words such as “mankind.” • Do not group students by gender • Do not make seemingly helpful remarks that disparage females’ abilities, such as, “I know that a lot of females have trouble with math so I’ll be happy to help anyone who needs extra assistance.”

45. 18 Ways to Improve Equity • Ask males and females the same kinds of questions • Call male and female students by name.

46. More Funding Needed • More grants and scholarships need to be created to encourage students to enter into non-traditional programs. • CAR reporting methods need to be standardized to be more accurate to allow proper distribution of funds.

47. Summary • Women now make up a large portion of the U.S. workforce • Existing Laws: • Title IX of the Education Amendments of 1972 • Nothing has changed • Perkins IV • Participation in non-traditional courses is not occurring • Completion of non-traditional courses is not occurring • Barriers: • Sexism & stereotypes • Inaccurate consolidated annual reports • Changes that need to be made: • Programs and Practices That Work (PPTW) • 18 Ways to Improve Equity • More grants needed • CAR calculations need changing

48. References 109 Congress. 2006. Public law 109-270. United States Congress. Washington, D.C. Girls Tech, 2010 http://www.girltech.com/index.aspx Gordon, Howard R.D. 1999. History and growth of vocational education in America. Allyn and Bacon. Boston. Lufkin, Mimi, 2006. 18 ways for faculty to promote equity in the classroom. http://www.napequity.org/. Accessed February 27, 2010. Lufkin, Mimi, 2006. Disaggregating gender for the nontraditional accountability measure. http://www.napequity.org/. Accessed February 27, 2010. National Women’s Law Center. 2007. How to promote gender equity in career and technical education: A primer for schools. http://www.nwlc.org/. Accessed February 27, 2010. Wikipedia, 2010 http://en.wikipedia.org/wiki/Title_IX

49. References AAUW Breaking the Barriers September 2009 http://www.aauw.org/advocacy/issue_advocacy/actionpages/upload/CareerTechED1112.pdf Career and Tech Education 2009 http://uvucte.info/pdf/Division_report_08-09.pdf CTE: Non-Traditional Career’s 2009 http://schools.utah.gov/cte/nontrad_links.html US Census Bureau http://www.census.gov/ Women work 2010 http://www.womenwork.org/policy/perkins.htm