Events The London Engineering Project example, one teacher said, but I Ask schools to send equal numbers of ‘For Do you have good numbers of girls and allocate my 20 residential places on a first girls and boys. boys? come first served basis. It was suggested that he put up 2 sheets, first come, first Ask the school to ensure the served 10 places for girls; first come first participants reflect the ethnic make up Do the students reflect the diversity of served 10 places for boys. This school used of the school. the institution? to send 17 boys and 3 girls. It now sends 10 girls, 10 boys. Monitor and evaluate the above. Take action as necessary to ensure Are speakers diverse? Do they Stimulating Physics Project equality of participation challenge or confirm stereotypes of the Instigated single physics lessons for –sex subject? year 9, with positive feedback from both Provide speakers that challenge girls and boys stereotypes of who succeeds in your subject. Are the girls getting an equal Young Engineers. opportunity for hands-on activity Monitoring indicated that participation of girls in the secondary school clubs had Instigate girl-only groups at mixed fallen to 36%. events, particularly if you anticipate Are the facilitators aware of equality girls being in a minority. and diversity issues? The fieldworkers reviewed all their approaches, sent female role models and Girl-only events ambassadors to give presentations to the schools, visited the clubs and arranged a gender awareness training for all teachers Provide a pre-event equality and running the clubs. diversity training for all facilitators. WISE run discovery workshops for girls, teachers and parents to explore opportunities in engineering and If necessary, implement structure construction for young women between 15 which ensures all participants equally Are you actively targeting students who and 22. access activities are statistically less likely to progress in the subject?
Events Do you have good numbers of girls and boys? Do the students reflect the diversity of the institution? Are speakers diverse? Do they challenge or confirm stereotypes of the subject? Are the girls getting an equal opportunity for hands-on activity Are the facilitators aware of equality and diversity issues? Are you actively targeting students who are statistically less likely to progress in the subject? Ask schools to send equal numbers of girls and boys. Ask the school to ensure the participants reflect the ethnic make up of the school. Monitor and evaluate the above. Take action as necessary to ensure equality of participation Provide speakers that challenge stereotypes of who succeeds in your subject. Instigate girl-only groups at mixed events, particularly if you anticipate girls being in a minority. Girl-only events Provide a pre-event equality and diversity training for all facilitators. If necessary, implement structure which ensures all participants equally access activities The London Engineering Project ‘For example, one teacher said, but I allocate my 20 residential places on a first come first served basis. It was suggested that he put up 2 sheets, first come, first served 10 places for girls; first come first served 10 places for boys. This school used to send 17 boys and 3 girls. It now sends 10 girls, 10 boys. Stimulating Physics Project Instigated single –sex physics lessons for year 9, with positive feedback from both girls and boys Young Engineers. Monitoring indicated that participation of girls in the secondary school clubs had fallen to 36%. The fieldworkers reviewed all their approaches, sent female role models and ambassadors to give presentations to the schools, visited the clubs and arranged a gender awareness training for all teachers running the clubs. WISE run discovery workshops for girls, teachers and parents to explore opportunities in engineering and construction for young women between 15 and 22.
Table%20for%20good%20practice%20-%20Word%20version.docx