Abigail Powell

Non-standard work schedules, work-family balance and the gendered division of childcare

What effect do non-standard work schedules have on how parents of young children can meet the combined and growing demands of work and family? This article uses the Australian Bureau of Statistics Time Use Survey 2006 to explore the relationship between parents’ non-standard work hours, and the time they and their spouse spend in paid work, housework, childcare (subdivided into routine tasks and talk-based interaction) and in their children’s company. Parents who work non-standard hours spend significantly longer in paid work and less time on housework and childcare than those who work standard hours. Spouses’ schedules impact much more on mothers’ than on fathers’ time. When fathers work non-standard hours, mothers do more housework and routine childcare, so the gendered division of household labour intensifies. Mothers’ non-standard hours allow them to schedule their own paid work and family responsibilities around each other, with little effect upon fathers’ unpaid work.

Self-employment, work-family time and the gender division of labour

Does being self-employed, as opposed to being an employee, make a difference to how parents with young children can balance work and family demands? Does self-employment facilitate more equal gender divisions of labour? This article uses the Australian Time Use Survey to identify associations between self-employment and mothers’ and fathers’ time in paid work, domestic labour and childcare and when during the day they perform these activities. The time self-employed mothers devote to each activity differs substantially from that of employee mothers, while fathers’ time is relatively constant across employment types. Working from home is highly correlated with self-employment for mothers, implying the opportunity to be home-based is a pull factor in mothers becoming self-employed. Results suggest mothers use self-employment to combine earning and childcare whereas fathers prioritize paid work regardless of employment type. Self-employment is not associated with gender redistribution of paid and unpaid work, although it facilitates some rescheduling.

The problem of women's assimilation into UK engineering cultures: can critical mass work?

– It has been suggested that organisations with a better balance, or critical mass, of women would be more tolerant of difference and foster the inclusion of other women. This paper seeks to investigate whether a strategy of critical mass can really work in the engineering sector., – The data are based on research funded by the ESRC, and problematise critical mass theory through semi‐structured qualitative interviews and focus groups with female students from a range of engineering disciplines., – The findings demonstrate that women engineering students accept gender discrimination, view the industry positively, value their “novelty” status, and are critical of other women., – While these attitudes may be a result of womens assimilation into the existing engineering culture, they do little to further womens cause in engineering. Furthermore, it points to both the necessity, and difficulties, of transforming the engineering culture to ensure that the engineering professions are a place where women can not only survive but also thrive., – While previous research has addressed the critical mass of women in science, engineering and technology, this research critiques critical mass theory, not only because women continue to remain isolated within the sector, despite increasing numbers, but also because many women engineers reinforce the masculine culture within engineering.

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 sug ests 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.

‘They don’t treat you like a virus’: youth-friendly lessons from the Australian National Youth Mental Health Foundation

Young people experience high rates of mental health problems, but very few access professional mental health support. To address the barriers young people face in accessing mental health services, there is growing recognition of the importance of ensuring services are youth-friendly. Indeed, almost a decade ago, the World Health Organisation developed a youth-friendly framework for services to apply. Yet, this framework has rarely been evaluated against health initiatives for young people. This article begins to address this gap. Using 168 semi-structured, qualitative interviews with young service users, this paper explores the extent to which the Australian National Youth Mental Health Foundation, also called headspace, applied the WHOs youth-friendly framework which emphasises accessibility, acceptability and appropriateness (AAA). It argues that headspace was largely successful in implementing an AAA youth-friendly service and provides evidence of the importance of tailoring services to ensure they are accessible, acceptable and appropriate for young people. However, it also raises questions about what youth-friendly service provision means for different young people at different times. The findings suggest that youth friendliness should be applied across different stages of interaction (at initial engagement and in the ongoing relationship between patient and clinician) and at different levels (the environment the care is provided in, within policies and procedures and within and between relationships from receptionists to clinicians).

Note: Exploring gender differences in construction research: a European perspective

Research suggests that women in academia face problematic career paths as a result of masculine cultures and horizontal segregation. At the same time, research in the construction sector has documented the barriers women face in entering and remaining in construction careers. Construction academia is investigating in this exploratory study to determine whether gender disparities found in academic research generally are valid in this field. As there is a lack of data on women in academia, particularly by sub‐disciplines, scientific publication is used to explore gender differences and similarities. Publication is a significant area where gender disparities have been found in other fields and an area that can have substantial consequences for career progression in academia. The data are from a wider European study exploring women’s participation in construction research and are based on secondary analysis of statistics from the ISI Web of Knowledge. Gender differences in publication are found to exist, suggesting that women are under‐represented in construction research at a similar rate to women in engineering and technology academia. However, there are important differences between the different areas of construction research, which indicate that women may not face the same barriers and difficulties in all areas of construction academia. It also highlights the need for further research to investigate horizontal segregation and the gendered nature of publication, citation and collaboration in construction research.

Everyday Experiences of Sexism in Male-dominated Professions: A Bourdieusian Perspective

The under-representation of women in the UK engineering and construction sectors seems resolute. Using a Bourdieusian lens, this article examines the persistence of everyday sexism and gender inequality in male-dominated professions. Bringing together findings from three research projects with engineering and construction industry students and professionals, we find that women experience gendered treatment in everyday interactions with peers. Patterns of(mis)recognition and resistance are complex, with some women expressing views which reproduce and naturalise gender inequality. In contrast, other women recognise and resist such essentialism through a range of actions including gender equity campaigning. Through a Bourdieusian analysis of the everyday, this article calls into question existing policy recommendations that argue women have different skills that can be brought to the sector. Such recommendations reinforce the gendered nature of the engineering and construction sectors’ habitus and fail to recognise how the underlying structures and practices of the sector reproduce gendered working practices.

Gender stereotypes among women engineering and technology students in the UK: lessons from career choice narratives

In the UK, women remain under-represented in engineering and technology (E&T). Research has, therefore, investigated barriers and solutions to womens recruitment, retention and progression. Recruitment into the sector may be supported by exploring the career decisions of women and men who have chosen to study E&T. Triangulating quantitative and qualitative data from E&T students at a UK university, this paper examines the gendered nature of career choice narratives. It finds that women often maintain contradictory views; upholding gendered stereotypes about womens suitability for the so-called masculine work, yet also subscribing to ideals that the sector is accessible to all who wish to work in it. This is explained using an individualist framework in which women construct an autonomous sense of self, yet are also shaped by a gendered self. Womens discourse around career choice, therefore, reveals the problematic nature of gender norms for achieving gender equity in E&T.

Designing robust and revisable policies for gender equality: lessons from the Australian construction industry

The construction industry remains the most male dominated sector in Australia. Several decades of formal gender equality initiatives by government and business have failed to bring about any meaningful change to the hierarchical and numerical representation of women in the sector. Drawing on new institutionalism, particularly the concepts of ‘robustness’ and ‘revisability’, the nature and intent of formal policies and programs that impact on gender equality are analysed in two large Australian multinational construction firms. Through in-depth interviews with senior management and a document analysis of formal policies, it is concluded that gender equality initiatives and broader policies are primarily focused on increasing the numbers of women in construction rather than addressing gender practices and outcomes. These policies lack many of the qualities of robustness and revisability, which impacts on their capacity to genuinely challenge the gendered norms, practices and narratives of the sector.

A poisoned chalice? Why UK women engineering and technology students may receive more ‘help’ than their male peers

The UK engineering and technology (E&T) sector is male-dominated, with women facing various cultural and structural barriers in entering and developing their careers within it. Existing research in this area has focused on women’s recruitment or retaining women in employment, but little has addressed women’s transition to industry through the higher education (HE) system. This paper therefore explores women’s experiences of HE in E&T, focusing particularly on the gendered help and support women were found to receive, as well as possible causes and consequences of this behaviour. The research adopts a qualitative design, using semi-structured interviews with women E&T students. The gendered help women received is shown to be something of a ‘poisoned chalice’; although there are sometimes short-term benefits, this is likely to hinder women from progressing in their careers at the same rate as their male peers.