Making the Making the Gender Equality Gender Equality Duty Real Duty Real Dr Katrina Allen, Dr Katrina Allen, Policy Officer Policy Officer Children in Scotland Children in Scotland Project: ‘Making the Gender Project: ‘Making the Gender Equality Duty Real for Equality Duty Real for Children, Young People and Children, Young People and their Fathers’ their Fathers’ Aberdeen 9 March 2010 Aberdeen 9 March 2010
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Making the Gender Equality Duty Real Dr Katrina Allen, Policy Officer Children in Scotland Project: ‘Making the Gender Equality Duty Real for Children,
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Making the Gender Making the Gender Equality Duty RealEquality Duty RealMaking the Gender Making the Gender Equality Duty RealEquality Duty Real
Dr Katrina Allen, Policy OfficerDr Katrina Allen, Policy OfficerChildren in ScotlandChildren in Scotland
Project: ‘Making the Gender Equality Project: ‘Making the Gender Equality Duty Real for Children, Young People Duty Real for Children, Young People
and their Fathers’and their Fathers’
Aberdeen 9 March 2010Aberdeen 9 March 2010
IntroductionIntroductionIntroductionIntroduction• Children in Scotland interest in gender
equality issues
• Gender Equality Duty
• How project fits within broader gender equality picture
• Survey background and results
• Key issues to consider today
• Next steps for project
Children in Scotland gender equality lens
Children’s wellbeing & development
Children’s rightsChild protection
Positive parenting support
Maximising opportunities /
life chances
•Safeguarding•Physical, emotional development
•Education, skills•Career paths
•Preparation for parenting/caring
•Safeguarding•Recognising influence fathers•+ engagement with fathers•Valuing caring roles
‘‘Making the GED Real’ projectMaking the GED Real’ project‘‘Making the GED Real’ projectMaking the GED Real’ project
‘Making the GED Real for Children, YoungPeople and their Fathers’ is a 3 year project,funded by the Scottish Government EqualityUnit (2008-2011)
Broad project objectives:• Monitor and report on the implementation
of the GED in Scotland
• Identify & share good practice examples
Project focus on Project focus on challengingchallenging::Project focus on Project focus on challengingchallenging::
• Gender stereotyping – particularly associated with caring roles
• Occupational segregation in professions serving children and young people
Project focus on Project focus on promotingpromoting::Project focus on Project focus on promotingpromoting::• Opportunities & support for fathers
to engage in positive parenting
• Support for fathers (as well as mothers) in the workplace
• Support for children & young people to choose from full range of education & career paths – without reference to gender
• Equality Act 2006 introduced the GED→ general duty on public bodies to promote
equality of opportunity & eliminate unlawful discrimination
→ specific duties for listed Scottish public bodies include:
- Publish gender equality scheme (2007)- Assess impact of policies and practices
on both women and men- Set gender equality objectives, plan &
take action to achieve- Report annually & review progress every 3yrs (due 2010)
The GED does The GED does notnot mean… mean…The GED does The GED does notnot mean… mean…
• Single sex services should be cut
• New single sex services should not be funded
• Services must be provided on an equal basis for women & men
Does mean…Does mean…Different needs should be assessed
Gender Equality jigsawHow do we achieve equality?
Equal Pay for equal
work!
End occupational segregation!
Tackle gender-based
violence!
Value and support both
men and women as
carers
Value and support both women and
men in every workplace &
political arena
Project within the bigger GE pictureProject within the bigger GE picture– o– other aspects of Gender Equalityther aspects of Gender EqualityProject within the bigger GE pictureProject within the bigger GE picture– o– other aspects of Gender Equalityther aspects of Gender Equality• National GED focus so far on:
- Equal Pay (Equal Pay Statements a requirement of specific public sector duties Scotland)- Occupational Segregation- Violence against Women
• Important not to lose sight of the connections between the different aspects of GE when focusing on specific areas!
• Key link: how we define feminine/masculine identity & ‘appropriate’ roles/attitudes/ behaviours
Project within the bigger GE pictureProject within the bigger GE picture– changing social context– changing social context
Project within the bigger GE pictureProject within the bigger GE picture– changing social context– changing social context
• Men increasingly want to be more actively involved in children’s education & development – benefits recognised
• Increasingly fathers expected to fulfill caring roles and women to develop careers
• Increasing emphasis on work-life balance and shift towards cooperative ‘shared parenting’ ideal
• Job market shift from male-dominated industries to service sector jobs which are more open to women
Project within the bigger GE pictureProject within the bigger GE picture– policy and services context– policy and services context
Project within the bigger GE pictureProject within the bigger GE picture– policy and services context– policy and services context
• Historical association of Gender Equality with women’s rights – challenge to engage men constructively with ‘gender equality’ issues
• Historical legacy of focus on mothers – provides support but also reinforces traditional roles
• Current positive parenting, early years focus – recognition fathers’ role
Survey overviewSurvey overview Survey overviewSurvey overview Focus 4 key areas – little attention GES/
reporting:• Engagement of fathers with services for children
& families• Recruiting men to children’s sector workforce• Challenging stereotypes in educational and
career choices of children & young people• Supporting fathers in the workplace
Aims:• Collate base-line data to track national progress• Increase understanding of opportunities &
barriers• Systematically identify good practice examples
‘Gender neutral’ = ‘gender blind’ if different needs missed
• “Gender issues in day-to-day practice can be a hard concept for people to understand when the system traditionally feels it should treat everybody the same”
• “Lack of understanding from some quarters about why there is so much focus on equality when patients are treated as individuals”
Key messagesKey messages
Cultural change is not an easy or fast process
• “I was explaining local authority work to a P7 class. I asked the pupils why we had so few women councillors. One girl said: ‘I think men are better at that sort of thing’… I did not hear any opposition from her fellow pupils”
• “Consultation with a gender focus has been difficult… There wasn’t the interest in gender issues from either employees or community groups that there were for the other two equality strands of race and disability”
In summaryIn summary• GED Schemes & Reports not capturing
breadth of gender equality related activities & approaches – nor impacts
• Substantial professional engagement with range of interconnected gender equality issues
• Potential for ‘gender equality’ initiatives with much wider benefits for children & families as service users
• High demand for info. & opportunities to share practice examples
Questions for todayQuestions for today• How can GED schemes & reporting be better linked
to wider, gender equality related practice?
• How can we build coherent strategies that support long term cultural change & complementary measures across service areas?
• How can we get people more interested in gender equality issues?
• How can we find the right balance between routine involvement of men in mainstream services & tailored, men-only initiatives/services?
• How do we target specific groups (e.g. men in childcare work, young fathers) without reinforcing stereotypes?
Next stepsNext stepsNext stepsNext steps
• Summary report of 2 events
• Website development– case studies– links to other sites/info. sources
• Follow-up survey 2011
And finally…
Contact:Kat Allen, Policy Officer, Children in Scotland