About The Project

Funded by Women and Gender Equality Canada, Equitable Pathways to Technical Fields and Skilled Trades is a three-year program led by YWCA Hamilton in partnership with ArcelorMittal Dofasco, the Hamilton-Wentworth Catholic District School Board (HWCDSB) and Hamilton-Wentworth District School Board (HWDSB). The project is centered on three goals:

• To work collaboratively with both School Boards to create an equitable pathway for young women in grades 9-12 to enter technical fields and skilled trades;
• To increase opportunities for industry sectors and communities to advance young women in technical fields and skilled trades;
• To develop a Strategic Action Plan, with tested tools and practices to effectively facilitate students transitioning from high school into technical fields and skilled trades training and apprenticeship

Why we need more women in Trades and Technology?

Labour force research indicates that the number of jobs in the skilled trades and technology will continue to grow in Canada. It has been estimated that between 2015 and 2024, there will be roughly 250,000 skilled tradespeople retiring in Canada (BuildForce Canada, 2015). In addition, the Canadian government is investing billions of dollars in the technical fields, indicating that Canada is home to a growing tech workforce (Brookfield Institute, 2019). Women are under-represented in both of these industries. The introduction and retention of women in the trades and technical fields would not only benefit women but also improve all sectors of the economy.

Gender Stereotypes:

What Students Should Know

What Are Gender Stereotypes?

According to the Office of the High Commissioner for Human Rights (2020), a gender stereotype is a generalized view or preconception about attributes, characteristics, or roles that are or ought to be possessed by, or performed by individuals of different genders. Gender stereotyping is a root cause of discrimination and can lead to violations of human rights.

Gender stereotypes are both descriptive and prescriptive. The descriptive components describe beliefs about what individuals of different genders typically do or how they act. The prescriptive components are beliefs about what individuals of different genders should do or how they should act (Koenig, 2018).

How do they impact your education?

• They limit an individual’s capacity to develop their personal abilities and learn new skills
• They discourage people from pursuing certain courses
• They discourage people from exploring certain career paths
• They are sometimes unintentionally reinforced through classroom materials (e.g. text books)

Examples of gender stereotypes

• The belief that women are supposed to be nurturing, while men are supposed to be dominant
• The belief that women are not good at science and math
• The idea that men are better suited for jobs in technology
• The belief that women are not strong enough to handle physically demanding jobs
• The idea that men do not show emotion, while women are highly sensitive

What can you do about them?

• Point out any stereotypes that you encounter to peers, teachers, guidance counsellors and parents
• Speak up about stereotypes and do not let them influence your choices
• Challenge stereotypes by defying them yourself!