Problem Statement: Gender stereotyping, prejudice, and discrimination have pervasive negative effects on individuals in various settings, including the workforce, households, and schools. These societal attitudes and behaviors often limit the aspirations and outcomes of many individuals, particularly women facing barriers in the workplace. In Greater Manchester students from disadvantaged backgrounds can greatly benefit from engaging with and learning from women role models across diverse professions, sectors, and industries. Such interactions can positively influence their mindsets, aspirations, and overall outcomes. As highlighted in a December 2021 blog published by the Higher Education Policy Institute, gender stereotyping starts at a young age and has a significant impact on children's career choices and perceptions.

“The reality of gender stereotyping starting at a young age was captured in our two-minute film Redraw the Balance published in March 2016; 66 children aged 5 to 7 were asked to draw a picture of a firefighter, a surgeon and a fighter pilot. 61 drew men, five drew women. They were then asked if they would like to meet real-life versions of their drawing and the film captures their reaction. It has been viewed over 100 million times and recreated in a number of countries including Canada, China, Denmark and most recently in South Africa – details here.

Following the reaction to the film the Education and Employers charity decided to undertake a survey of 20,000 children aged 7 to 11 in 19 countries. The Drawing the Future study was done in partnership with OECD Education and Skills, UCL Institute of Education, the National Association of Head Teachers and TES. Published in Davos in January 2018, it found that:

• gender stereotyping about jobs is set from a young age and is a global issue;


• family, TV, radio and film have the biggest influence on children’s choices; and


• only one per cent of children have heard about a future career from someone outside their immediate environment visiting their school and talking to them.”

Target Group: This project aims to empower women-identifying individuals, particularly school-age students from disadvantaged backgrounds in Greater Manchester, including teenagers transitioning from care to independent living. The project will engage students across various age groups, focusing on collaboration with partner organizations during project execution, user testing, and feedback to ensure inclusivity. While the sessions will be designed to cater to the target group, they will not be exclusionary to individuals outside the intended target group, as inclusivity is an important aspect of the initiative.

Proposed Solution: The proposed solution is to create a comprehensive list of women professionals from diverse backgrounds, professions, and sectors who are willing to share their experiences, knowledge, and stories with students in schools located in socioeconomically disadvantaged areas. These professionals will deliver career talks, provide valuable information, and serve as role models for the students. Intersectional feminism will be used as a frame of reference to ensure efforts are made, wherever feasible, to recruit mentors, speakers, and volunteers who reflect the demographic characteristics of the target schools and educational organizations.