Encouraging Diversity in Leadership: A New Handbook Describes Promising Practices for Mentoring

By Caroline Dobuzinskis

Mentoring is an essential tool for moving organizations forward: young members learn new leadership skills and are given a lay of the land when it comes to their working environment. A new handbook by the Institute for Women’s Policy Research (IWPR), produced with funding and support from the Berger-Marks Foundation, provides valuable tools and information for developing and implementing mentoring programs for union members and staff.

The handbook, The Next Generation: A Handbook for Mentoring Future Union Leaders, defines and describes various types of mentoring, outlines strategies for addressing potential obstacles or roadblocks in the mentoring process, and includes methods for making mentoring programs sustainable. It also includes worksheets to help mentors and mentees get the most out of their mentoring relationship, and to enable union leaders to identify the strengths of their mentoring programs and possible areas for improvement. The guide can be used to begin a new mentoring program or to shore up one that’s already in place.

Mentoring can especially help women and people of color, who face specific challenges in advancing their careers. These programs can help women build professional networks and make connections—opportunities that are often otherwise not readily available. And mentoring programs can help unions cultivate more diverse leadership. Interviews with respondents who participated in union mentorship programs—as mentors or mentees—shed light on the benefits that mentoring had for these respondents  and others in their unions.

“[As a result of the mentoring,] I ended up being very successful…the program that I was running ended up being held up as a model,” said one former union mentee. “And our international union has really recognized the work that I was doing. And that, I’m sure, would not have happened if I hadn’t gotten the help that I needed to be really successful.”

Caroline Dobuzinskis is the Communications Manager with the Institute for Women’s Policy Research.

Guest Blog Post: Mentoring Program Inspires Girls to Explore Careers in STEM

Nadine Ann Skinner is a Program Manager at Girls Inc. of Alameda County®

By Nadine Ann Skinner

In March, IWPR released a report showing that the number of women pursuing science, technology, engineering, and math (STEM) fields at community colleges was declining, despite growing opportunities for gainful employment in these fields. Encouraging women to pursue STEM careers can start by inspiring girls and young women to explore these fields. Nadine Ann Skinner is a Program Manager at Girls Incorporated of Alameda County® (Girls Inc.) and contributed this guest post on mentoring programs for girls with her organization.

Last week I had the opportunity to take a group of teenage girls to Genentech to meet some of the women who worked there. Walking in, the normally boisterous girls were quiet, subdued by the large campus and the number of mentors waiting to speak with them. As the girls joined activities led by the mentors, I spoke with the two women engineers who had invited us. “Why did you decide to become engineers?” I asked. The two women thought for a moment, and then they both answered that their fathers were engineers and that inspired them to become engineers.

The girls in the program I work for are from Oakland and San Leandro, California. Most of the girls will be the first member of their family to go to college. They live in neighborhoods plagued by violence and attend underperforming schools. Who is there to inspire them to become engineers or scientists?

Even with the great gains women have made in employment women are still underrepresented in the science, technology, engineering and math (STEM) fields. In elementary school, girls and boys express similar interests in math and science. But by college, fewer women pursue STEM majors and by college graduation, “men outnumber women in nearly every science and engineering field, and in some, such as physics, engineering, and computer science, the difference is dramatic, with women earning only 20 percent of bachelor’s degrees.” In STEM graduate programs and careers, women are even more underrepresented.

Underrepresentation in the STEM workforce is a particular challenge for minority ethnic groups. Underrepresented minority groups comprised 28.5 percent of the population in 2006, but only comprised 9.1 percent of college-educated Americans in science and engineering occupations. In addition, minority women only represent 11 percent of women in the entire STEM workforce. Editor’s note: IWPR’s research analysis found that a very small proportion of associate’s degrees in STEM fields are awarded to women of color, including African American women (3.3 percent); Hispanic women (2.2 percent); and Asian, Native Hawaiian, and Pacific Islander women (1.3 percent).

Part of the reason girls are not pursuing STEM careers is the continuing perception that girls and women are not as good at math and science. Mentoring has proven to be an effective tool to encourage girls and young women to succeed in STEM in school by combating the stereotype about girls’ ability to succeed in math and science. Mentoring and exposing girls to role models, women who prove to girls that they can be successful in STEM, can inspire girls to pursue careers in the STEM fields.

At the end of our visit to Genentech, the girls participated in a speed mentoring session, where they had a chance to interview women in a variety of STEM careers. The room was loud, filled with laughter and smiles, as the girls asked the mentors about their careers.

Eventually it was time to leave. As we walked to the van the girls were talking about the women that they met. “I want to be a toxicologist,” said one girl. “I want to be a geneticist,” said another girl. “Do you think that might let me have an internship at Genentech?” asked a third. I smiled, knowing that whatever career these girls ultimately choose, meeting these amazing role models ignited the girls’ interest in STEM careers.

Nadine Ann Skinner is a Program Manager at Girls Incorporated of Alameda County® (Girls Inc.). Girls Inc’s mission is to inspire all girls to be strong, smart and bold. For over 52 years, Girls Inc. has responded to the specific needs of girls in the most underserved communities of San Francisco’s East Bay through a continuum of academic enrichment programs and counseling services in over 48 elementary, middle and high schools in Alameda County and two service centers in Oakland and San Leandro. Programs challenge girls to explore their potential, develop life skills, ensure college and career success, and expand their sense of what is possible. With an innovative educational approach incorporating local needs into research-based curricula, Girls Inc. has established itself as one of the Bay Area’s leading providers of supplemental education, reaching nearly 7,500 girls and their families annually.

Facing the Wage Gap as a Female College Grad

IWPR Research Intern Vanessa Harbin

by Vanessa Harbin

As someone who considers herself to be pretty plugged in to gender issues, I have often heard the statistic about the ratio of women’s and men’s earnings, and figured I knew most of the story. The past few months I have been going merrily along pursuing job leads in preparation for graduation from my master’s program next month, without even considering how I personally might be affected by the wage gap. Surely, as a young woman with a graduate degree, my salary will be right up there with my male peers, right? Since I haven’t seen much difference in the jobs being pursued by and offered to my female and male classmates, isn’t it a given that we’ll be getting paid equally?

Then I began helping with the research at the Institute for Women’s Policy Research (IWPR) looking at trends in women’s earnings and labor force participation over the past few decades. First, I was surprised to learn that it wasn’t until 1984 that college-educated women earned as much as men with a high school diploma, and it took another seven years until they earned as much as men with some college education or an associate’s degree. Then, I saw the wage gap between men and women with at least a college degree—it’s the biggest gap between men and women at any level of education. And even though the gap for all workers in my age group (age 25 to 44) is the lowest in 30 years, it’s still almost 14 percent (according to IWPR’s micro data analysis of the Current Population Survey). Even when women get into highly-paid and fast growing sectors like science, technology, engineering, math (STEM) fields, they are paid 14 percent less than men—a much narrower gender gap than many other professions, but a gap nonetheless.

Yet, I know that I’m extremely lucky to be where I am. Women with low education and skill levels can not only expect to earn less than their male counterparts, but often struggle to make a livable salary. Men with poor literacy skills have substantially higher earnings than women with the same abilities. And even with higher literacy levels, women still face a wage gap.

Learning the statistics has shown me that the wage gap does indeed exist and impacts women’s earnings—even highly educated women.  It is important to be aware that the playing field might not be even and to inform policymakers about this persistent discrepancy in earnings. IWPR will be releasing an analysis of the latest data from the Bureau of Labor Statistics (BLS) on the wage gap with occupations.  Our research on pay equity will be discussed at an Equal Pay Day congressional briefing April 17 organized by the Fair Pay Coalition. If you can’t make the briefing, you can still stay informed on this issue by visiting our website.

Vanessa Harbin is a Research Intern with the Institute for Women’s Policy Research. She is currently completing her master’s degree in public policy at Georgetown University.

STEM Report Points to a Means of Economic Security for Low-Income Women

By Margaret Kran-Annexstein

Job opportunities in science, technology, engineering, and math (STEM) are some of the fastest-growing industries in the country yet women’s presence in STEM education at the community college level is dropping. Between 2000–2001 and 2008–2009, the number of women earning associate’s degrees in STEM fields decreased by 25.7 percent. Meanwhile, jobs in STEM fields are expected to nearly double by 2018.

A new IWPR report, Increasing Opportunities for Low-Income Women and Student Parents in Science, Technology, Engineering, and Math at Community Colleges, proposes solutions for bridging this training and jobs gap for women. The report addresses obstacles faced by women in STEM fields, and how educational institutions and organizations can help women to overcome these challenges.

It is important to encourage all women, but particularly low-income women and student parents, to pursue STEM fields. STEM degrees can be a link to better economic security because they lead to jobs in fields with better pay and narrower wage gaps—a 14 percent wage gap exists in STEM jobs versus 21 percent in non-STEM jobs.

From the report:

Women at the community college level are more likely than men to enroll in educational fields and training for jobs in traditionally female occupations—such as child care workers, health aids, or administrative assistants—with low starting pay, flat wage trajectories, and poor benefits (Hegewisch et al. 2010; Negrey et al. 2001). By contrast, women who train for science, technology, engineering, and math (STEM) fields—fields typically dominated by men—see strong economic returns.

I always liked math and science in elementary and high school. However, somewhere along the way, I abandoned STEM education, just like many other women and girls. In this difficult economy, why do so many women steer away from fields that offer so many job opportunities? During the release event for the STEM report, Roberto Rodriguez, a member of the White House Domestic Policy Council, said that women and girls drop out or avoid STEM education because of a “lack of role models, gender stereotyping, and less family-friendly flexibility that exists in STEM fields.”

Sara Manzano-Díaz, who also spoke at the report release event, focuses a lot of her attention on the encouragement of young girls in her role as director of the Women’s Bureau in the U.S. Department of Labor. She sees that “education is the great equalizer” and by becoming role models and mentors for girls, we can encourage them to pursue STEM degrees and pave their way to fulfilling careers.

The report outlines steps that community colleges could be taking in order to recruit and retain women, especially mothers who face more challenges in completing their degrees and need flexibility in their study schedules. Increasing the number of student parents studying STEM fields can have lasting effects—not only on the quality of life of a graduate once they leave school, but also on their children. According to her research, author of the report Cynthia Costello found that children whose mothers pursue postsecondary education are more likely to receive college degrees themselves.

Women have made such huge leaps in education equality and this makes their minority presence in STEM fields of study all the more shocking.

The reality that women are highly underrepresented in STEM fields is distressing because those fields are in need of skilled workers in a shifting economy. It is also a missed opportunity to incorporate diverse perspectives in a growing industry.

“We need… more girls who believe they can grow up to invent and to discover,” said Rodriguez at the release event. “Invention and discovery in engineering and science is creative act. It benefits from a multitude of viewpoint…So without diversity we are paying inherently an opportunity cost here because that’s a cost in products not built, in designs not considered, ultimately in constraints that are not understood.”

Margaret Kran-Annexstein is a Communications Intern with the Institute for Women’s Policy Research.