What Message Are You Sending? How to Create a Diverse CTE Classroom

What Message Are You Sending?
How to Create a Diverse
CTE Classroom
Presented by
The NYS Nontraditional Employment & Training (NET) Project &
The CTE Technical Assistance Center of NY
HOW DIVERSITY ISSUES CAN AFFECT CTE
ENROLLMENT AND ENGAGEMENT &
WHY IT MATTERS
POLL QUESTION #1
WHAT IS MEANT BY THE TERM DIVERSITY?
—
Diversity has traditionally been thought of in terms of the
‘visible’ differences between people, such as gender and race
—
The focus is on eliminating discrimination based on these
differences.
—
This often results in setting quotas or targets. Ex: Having a
certain number of women or people of color enrolled in a
particular program, or sitting on a corporate board, etc…
—
An emerging view of diversity:
“Diversity is about recognising, respecting and valuing
differences based on ethnicity, gender, colour, age, race,
religion, disability, national origin and sexual orientation. It
also includes an infinite range of individual unique
characteristics and experiences…”
-Chubb Insurance Group Diversity Statement
http://web.mit.edu/ombud/publications/micro-affirm-ineq.pdf
http://www.deloitte.com/
POLL QUESTION #2
DIVERSITY ISSUES AND HOW WE COMMUNICATE
—
Research conducted at MIT revealed that a very
powerful form of human communication happens
through “micro messages”.
—
Individuals send anywhere from 40 to 150 micro
messages to one another during a ten-minute
conversation!
—
Micro messages can be affirming and make us feel
included or negative and make us feel excluded.
—
Negative messages are referred to as microinequities.
http://web.mit.edu/ombud/publications/micro-affirm-ineq.pdf
NOTICE ANYTHING?
http://www.careerpathwaysonline.com/
NOTICE ANYTHING?
http://www.careerpathwaysonline.com/
NOTICE ANYTHING?
http://www.careerpathwaysonline.com/
WHAT ARE MICROINEQUITIES?
—
Microinequity: a subtle message, sometimes subconscious,
that devalues, discourages and ultimately impairs
performance. Because these messages are subtle, they are
often overlooked or dismissed. They are also built into
organizational culture.
—
“Microinequities are those everyday inequities through which
individuals are treated differently because of their gender,
race, sexual identity, or other “outsider” status. Taken by
itself, a microinequity may have little effect. Yet when these
behaviors occur again and again, they often have a damaging
cumulative effect, creating an environment that is chilly.”
-Bernice Sandler, Senior Scholar at the Women's
Research and Education Institute in Washington, DC
http://www.stemequitypipeline.org/_documents/Small%20Slights%20Article.pdf
EXAMPLES OF CLASSROOM MICROINEQUITIES
—
Focusing on women’s appearance rather than
accomplishments or describing women by their
appearance.
—
Assigning tasks according to stereotyped roles
—
Interrupting, talking over, or ignoring women or
people of color.
—
Professors/Instructors are less likely to cite
examples of notable achievements by women
and people of color.
http://www.stemequitypipeline.org/_documents/Small%20Slights%20Article.pdf
http://www.usu.edu%2Fprovost%2Ffaculty%2Fdevelopment%2Finstructional_excellence%2F2009%2Fpreparing
_syllabi%2FUSU%2520Improving%2520the%2520climate%2520in%2520science%2520and%2520engineering.
ppt
SITUATIONAL CLASSROOM MICROINEQUITIES
—
Kevin bakes a cake in his home and career skills
course. The teacher tastes it and says, “Not bad
for a boy!”
—
An auto tech teacher gathers the class around a
car. Noticing that Nina is hanging back, the
instructor asks her to move in closer stating that
“she won’t break a nail or anything.”
—
A teacher asks Stephen, who is Latino, when he
first came to the U.S.
Skit VII: Classroom Interaction
Cast: Ms. Class, a female teacher; Bill, an active boy; Jack, a quiet boy;
Susie, an active girl; Jill, a quiet girl.
Ms. Class: Who has an example of a function he constructed for
homework?
(Susie and Bill raise their hands.)
— Ms. Class: Bill, let's hear your example.
— Bill: I chose y equals 2x.
— Ms. Class: Good, Bill. Would you be able to graph your function?
— Bill: Sure.
— Ms. Class: What would the graph look like?
— Bill: A curve?
— Ms. Class: Try again, Bill.
— Bill: How about a line.
— Ms. Class: Yes, Bill. Good. Does anyone else have an example of a
function?
— (Susie's hand is still up, and Jill quietly raises her hand. Jack's hand is
conspicuously not raised.)
— Ms. Class: Susie?
— Susie: What if you have y equals x squared?
— Ms. Class: Good, Susie. Jack what about your idea?
—
http://www.woodrow.org/teachers/math/gender/07skits.html
NYS DEMOGRAPHICS: GENDER & RACE
The gender breakdown of NYS is:
— 52.3% women
— 47.7% men
The race/ethnicity breakdown of NYS is:
— 0.3% American Indian Alaskan Native (AIAN)
— 7.4% Asian
— 14.5% Black
— 17.7% Hispanic/Latina
— 0% Native Hawaiian/Alaskan Native
— 0.4% Other
— 1.5% Two or More Races
— and 58.2% White.
2008-2010 American Community Survey
NYS DEMOGRAPHICS: POVERTY
—
Developed in 1963, the federal poverty measure assumes that food
costs are one third of total family costs. If we were to use a slightly
higher and accepted threshold of 150% of the poverty measure,
22.6% of New Yorker’s would be found to be living in poverty.
http://cardi.cornell.edu/cals/devsoc/outreach/cardi/loader.cfm?csModule=security/getfile&PageID=214205
NYS DEMOGRAPHICS: UNEMPLOYMENT
http://www.fiscalpolicy.org/FPI_FactSheet_UnemploymentCrisis_20100310.pdf
JOB OPENINGS IN NEW YORK STATE
—
Between 2008 and 2018, New York will create 2.8
million job vacancies both from new jobs and from
job openings due to retirement.
—
Between 2008 and 2018, new jobs in New York
requiring postsecondary education and training will
grow by 359,000 while jobs for high school graduates
and dropouts will grow by 137,000.
—
63% of all jobs in New York (6.1 million jobs) will
require some postsecondary training beyond high
school in 2018.
http://www9.georgetown.edu/grad/gppi/hpi/cew/pdfs/newyork.pdf
JOBS IN NEW YORK BY SKILL LEVEL
http://www.fmsworkforcesolutions.org/Middle-Skills%20Jobs%20report%20%28r%29.pdf
Gender Breakdown of CTE Enrollment in 8 Clusters
at the Secondary Level
100
90
80
70
60
50
40
30
20
10
0
www.nysed.gov
Female
Male
Gender Breakdown of CTE Enrollment in 8 Clusters
at the Post-secondary Level
100
90
80
70
60
50
40
30
20
10
0
www.nysed.gov
Female
Male
WHAT DOES ANY OF THIS HAVE TO DO WITH
DIVERSITY AND MICROINEQUITIES?
—
According to the 2011 report, “New York’s Forgotten
Middle-Skill Jobs”, there are 30 middle-skill jobs New York
State can’t live without.
—
CTE can help prepare students for each and every single
one of these jobs, but we will not have the workforce we
need until we can effectively recruit, and not fill jobs based
on traditional roles.
—
Unless we can achieve equity in academics and careers,
there will continue to be negative economic consequences
(worker shortages => stagnant economic development).
http://www.fmsworkforcesolutions.org/Middle-Skills%20Jobs%20report%20%28r%29.pdf
http://www.fmsworkforcesolutions.org/Middle-Skills%20Jobs%20report%20%28r%29.pdf
Sample Occupations Within the Clusters, NYS
—
Agriculture & Natural Resources
o Veterinary Assistant | 81% Female; 19% Male | $31,130/annual
o Cartographer | 82% Male; 18% Female | $68,210
o Forester | 96% Male; 4% Female | $62,100
—
Architecture & Construction
o Carpenter | 99% Male; 1% Female | $65,890
o Electrician | 98% Male; 2% Female | $81,790
o Equipment Operator | 99% Male; 1% Female | $76,910
—
Health Sciences
o Medical Technologist | 65% Female; 35% Male | $67,260
o Dental Hygienist | 95% Female; 5% Male; | $75,280
o Registered Nurse | 91% female; 9% Male | $83,770
https://career.berkeley.edu/plan/CareerClusters.pdf
American Community Survey Data, 2009-2011
http://www.thenetproject.org/resources/middle_skill.htm
THE BUSINESS CASE FOR DIVERSITY
—
The changing demographics of the United States are
transforming the culture and buying habits of this nation.
This metamorphosis is occurring more rapidly than
anticipated.
—
Recruiting, retaining, and promoting diverse employees is
critical to an organization’s success in this evolving
marketplace.
—
Organization’s with a more diverse talent pool, especially at
senior levels, manifest a workplace culture of openness and
in turn, perform better.
http://www.workforcediversitynetwork.com/docs/business_case_3.pdf
http://www.deloitte.com/assets/DcomAustralia/Local%20Assets/Documents/Services/Consulting/Human%20Capital/Diversity/Deloitte_Only_skin_deep_12
_September_2011.pdf
WHAT ROLE DOES/CAN CTE PLAY?
—
According to the National Women’s Law Center, “career and
technical education can lead to economic security for girls”.
—
Traditionally male-dominated fields pay an average median
hourly wage of $18.48, while traditional female fields pay
$14.26.
—
Working to eliminate inequities in career and technical
education can help create a robust workforce and spread
economic opportunity.
—
As the list of middle-skill jobs slide showed, CTE has a
significant role to play in preparing the future workforce of
NYS!
POLL QUESTION #3
WHAT CAN YOU DO?
—
Diversify course content: include diverse guest
speakers; provide examples of contributions by
women and people of color; include diverse images
and messages in your classroom (posters, artwork,
etc…)
—
Make diversity a part of your class; consider
developing a diversity and respect statement.
—
Develop course guidelines for class discussion and
behavior that are inclusive
—
Be sensitive to terminology (Fireman, policeman, the
nurse, she; the dentist, he …)
http://www.usu.edu%2Fprovost%2Ffaculty%2Fdevelopment%2Finstructional_excellence%2F2009%2F
preparing_syllabi%2FUSU%2520Improving%2520the%2520climate%2520in%2520science%2520and
%2520engineering.ppt
WHAT CAN YOU DO CONT’D?
—
Utilize school/campus diversity resources: gender
equity coordinators; school clubs, career offices,
mentoring programs, etc…
—
Be aware of what students you praise and what
students you criticize/have difficulty dealing with
—
Try and make your students understand why and how
diversity is important in the U.S. workforce
—
Open a dialogue: ask your students if they feel
included in the classroom
http://www.usu.edu%2Fprovost%2Ffaculty%2Fdevelopment%2Finstructional_excellence%2F2009%2F
preparing_syllabi%2FUSU%2520Improving%2520the%2520climate%2520in%2520science%2520and
%2520engineering.ppt
RESOURCES FOR YOUR CLASSROOM
Recruitment:
— National Institute for Women in Trades, Technology and
Science (IWITTS):
http://www.iwitts.org/store
—
The NET Project:
http://thenetproject.org/
Best Practices:
— National Women’s Law Center:
http://www.nwlc.org/resource/how-promote-genderequity-career-and-technical-education-primer-schools
—
CTE TAC:
http://www.nyctecenter.org/spn/page/Best-Practices
—
National Alliance for Partnerships in Equity:
http://www.napequity.org/stem/#gsc.tab=0
RESOURCES FOR YOUR CLASSROOM CONT’D
Mentoring:
— For students in Science and Engineering:
http://www.mentornet.net/
Collaboration:
— National Girls Collaborative Project
http://www.ngcproject.org/
Professional Organizations:
—
—
Nat’l Association of Women in Construction (NAWIC)
http://www.nawic.org/nawic/default.asp
American Assembly for Men in Nursing (AAMN)
http://aamn.org/
Thank You!
—
Cara Long, Deputy Director & NET Project Director,
Center for Women in Government & Civil Society,
University at Albany
www.albany.edu/womeningov | www.thenetproject.org
[email protected]
P: 518-442-3888
—
CTE Technical Assistance Center of NY
www.nyctecenter.org
[email protected]
P. 518-723-2137
F. 518-723-2140