Recently I read a report done by the national agency for higher education in Sweden, on order by the government, to study why there are so few male teachers. As part of the study, a poll was sent to each of the teaching districts in Sweden with question like "what strategies do the district have to increase the ratio of male student for the teaching profession." Out of 19, only 3 responded that they had any strategy at all to increase the ratio of male students, and out of the remaining 16, only 6 had some strategy regarding gender equality at all. One university simply replied by saying "in order to have a strategy, we first need to figure out why there is so few men who want to become teachers. More research needed.".
If it comes up often in the teaching community, its not something which much money is being directed to, projected being run, and time being spent on. There is no political pressure to apply affirmative action, no ear marked funds in the budget, and no policy changes in order to change the dominated female culture that the teaching profession has (The report attribute the culture as a major cause for male teacher having significant higher exit rate both as student but also after they have worked a few years).
As for campaigns "running for a long time", the report says the exact opposite. It explicitly say there hasn't been any significant effort to bring male student to female dominated professions, while the opposite has existed for about 50 years. It suggest that university programs should look at the past and current efforts to bring female students to STEM subject and use it as a guide in order to create programs for gender equality which also include male students.
Personally, I think the recent decided policy by Norway is a good step in the right direction. A simple policy that dictate that minority students, that is when the gender ration is less than 20%-80%, will receive some benefits/incentives to counter gender discrimination.
(The report is 2009:7 R, by the Swedish national agency for higher education)
Personally, I think the recent decided policy by Norway is a good step in the right direction. A simple policy that dictate that minority students, that is when the gender ratio is less than 20%-80%, will receive some benefits/incentives to counter gender discrimination.
I think this is great idea. It is simple to execute and does not attempt to prescribe an "optimal ratio". Of course, there's always room for debate, like whether it should only be applied to gender minorities, but that's simple enough to tweak.
If it comes up often in the teaching community, its not something which much money is being directed to, projected being run, and time being spent on. There is no political pressure to apply affirmative action, no ear marked funds in the budget, and no policy changes in order to change the dominated female culture that the teaching profession has (The report attribute the culture as a major cause for male teacher having significant higher exit rate both as student but also after they have worked a few years).
As for campaigns "running for a long time", the report says the exact opposite. It explicitly say there hasn't been any significant effort to bring male student to female dominated professions, while the opposite has existed for about 50 years. It suggest that university programs should look at the past and current efforts to bring female students to STEM subject and use it as a guide in order to create programs for gender equality which also include male students.
Personally, I think the recent decided policy by Norway is a good step in the right direction. A simple policy that dictate that minority students, that is when the gender ration is less than 20%-80%, will receive some benefits/incentives to counter gender discrimination.
(The report is 2009:7 R, by the Swedish national agency for higher education)