Can I Stay or Shall I Go? – Factors Influencing the Participation of Black and Minority Ethnic Science, Engineering and Technology (SET) Graduates in SET Occupations in the Northwest Dr Kate Booth – Project Manager Dr Haifa Takruri-Rizk – Co-project Manager Dr Lalith Welamedage – Research Fellow Dr Kamel Mansi – Research Fellow Anne Millan – Administrator 1 of 18 The regional position • Skills base ‘critical to the economic development of the region’ • Exploitation of the science base and R&D by implementing the Northwest science strategy is important to the Regional Economic Strategy • SET skills are an important part of this growth • BME students are over-represented in SET degrees compared to their proportion in the population (UK and Northwest) 2 of 18 However….. • Ethnic minorities are under-represented in the SET labour market • Proportionately more BME students move out of the region after graduation than White SET students Percentage of SET graduates remaining in region after graduation* BME White 0 10 20 30 40 50 60 * HESA First Destination Survey for 2004/2005 (all degrees) 3 of 18 Profile of Respondents Undergraduates • • • 1100 questionnaires distributed 102 responses (9.3%) • 68 White (67%) • 34 BME (33%) 7 face-to-face interviews 35.3 Female BME 25.8 White 64.7 Male 74.2 0 20 40 % 60 80 Graduates • • • 842 questionnaires distributed 66 responses (7.6%) • 35 White (53%) • 31 BME (47%) 11 face-to-face interviews 26.5 Female BME 36.8 White 70.6 Male 61.8 0 20 40 60 80 % 4 of 18 Profile of Respondents Employers • 2400 questionnaires distributed • 45 responses (2%) • 7 face-to-face interviews 1 – Sector: • 53.4% SET (24) • 46.6% Other (21) – Size: • • • • 29% Micro (13) 33.3% Small (15) 24.4% Medium (11) 13.3% Large (6) 4 29 1 10 5 of 18 Why do a SET degree? Undergraduates • BME and White students most influenced by own interest • Family influence is greater for BME students • Teacher influence is greater for White students Influence on degree programme 48.5 Own decision 56.9 21.2 Family 10.8 3 Teachers 0 BME White 12.3 10 20 30 40 % 50 60 • 76.4% of BME and 64.7% of White students want to pursue a career in SET 6 of 18 Future career prospects • BME students were – more pessimistic about career prospects Students' views on career prospects in SET 47.7 Good 63.4 33.3 Not good 24.4 Northwest (White) Northwest (BME) 19 Don't know 12.2 0 10 20 30 40 50 % 60 70 7 of 18 Perceived challenges • BME students were – more concerned about racial discrimination Students' perceptions of challenges Other Other discrimination Competition Cultural issues Need to re-locate Experience Level of qualification Racial Discrimination White BME 0 5 10 15 20 25 30 35 % 8 of 18 SET degrees and careers Graduates • Influences on degree choice similar to those for undergraduates • More BME graduates (64.7%) working on jobs closely related to degree than White graduates (50.0%) • Differences in factors affecting job choice Important factors when selecting a job Easy to get to work BME Attractive benefits White Attractive salary Career prospects Relevant to degree Job content/type of duties/work assigned Job itself 0 20 40 60 % 80 100 9 of 18 Finding a job Graduates • Marked differences between BME and White graduates % Time between graduation & employment Job applications, interviews and offers 60 35 50 30 40 25 30 20 15 20 10 10 5 0 White BME Before graduation or immediately after 1 - 6 months 6 - 12 months Over 12 months Unemployed or not answered 0 White BME Average number of job applications Average number of interviews Average number of job offers 10 of 18 Characteristics of the job Graduates • Majority working in government/public sector/HE/FE • More BME graduates (81.3%) working in large organisations than White graduates (66.7%) • Greater trend for BME graduates than White graduates to leave the region • 7.5% of BME and 5.9% of White graduates thought that they had experienced unfair treatment that was racially or religious relief based. 11 of 18 Employers’ views “Defining reasons for recruitment are qualifications plus skills. Ethnicity is irrelevant. Where helpful, we have provided language coaching.” “We really struggle. …. you don’t get the percentage of ethnic minorities that you would expect. Out of say 200 people come to an event, you may get five, six ethnic minority people come in. At the bigger recruitment events, we get a high proportion of foreign students coming looking for generally undergraduate work, some graduate scheme things but in general it’s a very low percentage that actually come to the events.” (Large SET Employer) 12 of 18 Employer practices (1) Recruitment • A mismatch exists between recruitment and job-search methods Comparison of recruitment and job-seeking methods 70 60 % 50 40 30 20 10 0 Print media Informal methods Professional sources Employers Internet University links Graduates 13 of 18 Employer practices (2) Policies and procedures • Use of equality and diversity policies and procedures is very varied Use of E&D policies and diversity training 100 90 80 70 % 60 Micro 50 Small 40 Medium 30 Large 20 Science 10 Engineering 0 Technology Written E&D policy Mandate diversity training 14 of 18 Employer practices (3) Career development • Larger organisations offer better opportunities Career development opportunities 100 80 % 60 40 20 0 Micro (1-9 empl.) Small (10-49 empl.) Medium (50 – 250 empl.) Large (Over 250 empl.) Human Resource Development policy Dedicated training budget Accredited to Investor in Peoples standards (IIP) 15 of 18 Conclusions & Recommendations BME SET students and graduates move out of the region for two main reasons • Students (generally) are not well informed about the opportunities available in the region • Expectations of racism and lack of apparent employer commitment to E&D policies and practices, particularly within smaller organisations, lead to fears of discrimination and a tendency to look for jobs with large organisations Therefore employers need to • Promote opportunities in the region • Be more proactive in developing and promoting good practice • Review the impact of their recruitment methodologies 16 of 18 Contact Details Kate Booth [email protected] Haifa Takruri-Rizk [email protected] 17 of 18 Acknowledgements The project team would like gratefully to acknowledge the support of the European Social Fund (ESF) who provided funding for the project. The European Social Fund helps to support the people of the Northwest to enter jobs, improve their skills and develop their potential at work. More information about ESF can be found at www.esf.gov.uk 18 of 18
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