STEM Careers: Diversity

Kevin Foster Excerpts

Tuesday 19th January 2016 Westminster Hall

[Ben Howlett]

I thank my hon. Friend for her intervention. She is absolutely right. Mentoring is a key and valuable part of helping girls into careers in STEM subjects and, when they are in such careers, helping them to progress. It is clear from all the evidence across all age groups that women, black, Asian and minority ethnic people and all groups that are under-represented in the STEM sector should also have improved access to mentoring.

I want to thank a local councillor in Bath who has done a lot of work to increase diversity in STEM and lobbied me for this debate. He rightly pointed out that there is a huge benefit to our economy from having the best of all potential talent going into science, technology and engineering, and anyone who makes a career in these industries will be guaranteed excitement, satisfaction and opportunities that are unique and rewarding. I also want to thank a constituent, Danielle Workman from Ralph Allen School in Bath, who produced a superb report on the lack of women taking STEM subjects, which helped me to construct today’s debate. I thank her for her time and commitment.

We will never address the lack of diversity without addressing the very foundation of career choice. In 2016, children are still pressed to conform to gender stereotypes, with pink Babygros, Barbie dolls and ovens for girls, and blue rooms, cars and chemistry sets for boys. Children obviously do not make that conscious decision; they are guided by their parents, family and society from an early age. That guidance is not malicious, but I am concerned that some decisions are affecting the take-up of STEM careers later on. The Campaign for Science and Engineering produced an excellent report backing up that evidence.

Even children’s advertising exploits gender stereotypes. Adverts for toys targeted at girls commonly use words such as cuddly, magic, princess and glitter, and those targeted at boys use words such as adventure, battle, action and launch. Yesterday’s Twitter debate on the “Let Toys be Toys” campaign, which campaigns to de-gender children’s toys, said that just 4% of adverts for toy vehicles feature girls. When so much of what children are exposed to seems to be so gender-biased, how are children expected to take a neutral look at future careers?

[Kevin Foster (Torbay) (Con)]

My hon. Friend is making some interesting points. Does he agree that much of the problem is about role models and that if children cannot see a role model they can identify with, their career choices will naturally go elsewhere? Torquay Girls Grammar School in my constituency has had STEM days with STEM ambassadors from the Met Office. Does he see a role for local employers to go out and ensure that technology is seen as an attractive career choice?

[Ben Howlett]

I thank my hon. Friend for his intervention. I agree that that is one way in which schools can work better with businesses to help to de-gender the STEM career field. I pay tribute to him for his work in his constituency to help to promote that.

I want parents to encourage both their sons and daughters to look at all available careers options. That means acceptance by parents that their daughters can consider a profession in which females may be in a minority. If young girls are encouraged to get excited by chemistry sets and to enjoy thinking about space, more might start to dream about a career in STEM, rather than some of the more stereotypically female sectors.

By the age of six, children are already beginning to classify certain jobs as male or female, and by 13 many limit their career aspirations to fit in with these artificial boundaries. That is shocking and shows why the problem has been so difficult to overturn. Any action at older ages is potentially redundant unless these early misconceptions are challenged. As well as taking further steps to encourage retention of STEM subjects and uptake of STEM careers, those early preconceptions need to be altered.

If young girls have parents who think they should enter a gender-stereotypical career when they have grown up, how are they expected to look at STEM careers with an open mind? To increase uptake of STEM subjects and ultimately careers, we must remove this hugely inaccurate preconception, and that has to be reflected in the way these careers and subjects are treated both at school and at home. I hope the Minister will explain not just what the Government are doing to change the mind set in early years, but how we are going to take these arguments and change the minds of parents.

Following on from the development of early opinions on the gender of particular careers and subjects, the next key step is the choice of A-levels. At the age of 15 and 16, pupils are given the option to choose their A-levels and think more carefully about their future careers. Of course, some will have a clear career path in mind, but others will try to pick subjects that they enjoy, which could lead to a wide range of careers when they have decided what they want to pursue in life. It is important that young girls are reminded at this stage that a STEM career may be limited if they choose restricting subjects.

It is key at this point, when girls may turn their back on STEM subjects, that as many as possible are encouraged to consider STEM careers. When it comes to educational attainment, girls often outperform their male counterparts in STEM subjects, so that is not putting off girls. A large variety of careers advice is given to students and it is key that female role models are used to show where maths, biology, chemistry, physics, IT, and so on, can take girls. My hon. Friend the Member for Torbay (Kevin Foster) alluded to that.

Examples of successful women in STEM careers would hopefully see more girls continuing with STEM subjects and looking further into a career in the sector. That point was brought up repeatedly during the online Twitter debate yesterday, with many people agreeing that a mentoring system to support girls who have an interest in STEM subjects and show them where such careers could take them would help them and could see the industry change for the better. Some involved in the debate said they would support such an initiative. I urge schools to get in touch with local businesses to see whether they can help with giving young girls role models in STEM subjects. I hope the Minister will explore the various ways that the Government can facilitate and help to develop an alumni and mentoring scheme across the UK to encourage young women into the sector.

I want to make it clear that the uptake of STEM subjects at A-level and university is important. Apprenticeships are a key part of our economy, and a fundamental part of STEM careers. They are a fantastic way to get into the sector while earning, and millions of people are accessing apprenticeships. We need to tackle the fact that under 5% of engineering apprenticeships are being undertaken by women. Increasing the uptake of women in STEM apprenticeships is another route to improving the gender balance within STEM careers and ultimately changing the misconception that they are careers just for men.