“Peter said he was going to do this thing called Lord of the Rings and they were going to need a thousand or so animators, maybe more.”
Nobody really believed him (except maybe people like Frances Valintine who went on to start the Media Design School where I first learned about database applications and code), and if they did, how could we translate that into training and jobs for people?
Frances set the scene for the Inaugural Women In innovation Summit when she opened with her Peter Jackson story: we need to predict and train for future roles not current ones and we aren’t doing very well at it. On Tuesday, I was fortunate to participate in the Inaugural Women in Innovation Summit in Auckland. Hosted by The National Advisory Council on the Employment of Women, (NACEW) is an advisory body to the Ministry of Women's Affairs. The event was at MindLab by Unitec, a new specialist education lab in Auckland.
So what are we going to do about it?
Equipped with flip charts, marker pens and coffee, we set out to fix things by identifying what practical things could be done to promote opportunities and remove barriers for women aka half the population in employment. I have to admit, the government talk-fest alarms started to go off in me at this point but I figure it has to be more constructive than the people who moan in the news about people from overseas ‘stealing’ all the jobs at Weta Workshop, PETER TOLD YOU THAT WAS GOING TO HAPPEN.
The usual stuff came up, (I did my Masters thesis on this womansy career stuff so I won’t bore you with all that) but what was a real stand out for me was having actual kids in classes next to us building remote controlled cars and robots. I guess my focus had always been tertiary education and career paths rather than simply that little girls aren’t encouraged into non-traditional roles and that at some weird level, computers and engineering technologies are still seen as a boys thing. When you see a class of kids putting little circle wheels on big rectangle car bodies and making it go zoom zoom, you realise how silly yet entrenched that idea is.
We also had high school kids in our work groups who could confirm or deny the effectiveness of government programmes to improve technology education, and of course contribute the best ideas that nobody else thought of. Some kids still don’t have a computer at home so partnerships with companies like Google and Microsoft to lease hardware were a big winner. One of the girls I spoke with had a net book her family paid about $3 a week for and she said it made a big difference to her skills and enthusiasm for computing and those of her siblings and parents. WIN
Primary kids coming to after school programmes at the MindLab to learn technology were still 80% boys. Parents dropped the boys off to play robots and took the girls shopping- it still wasn’t really thought that little five year old girls could be interested in building robots. This thinking was confirmed by one of the woman at my table who shared her story about her high school daughter’s careers day. The parent with the most interest worked at the Estee Lauder counter at a department store and the girls thought that would be a great job because you get free makeup samples. And yes, this was one of those horrible-amounts-of-money-per-semester private schools in Auckland. FAIL
Quality of teaching and curriculum was a big topic and not something I know a lot about but you could see clear links between stand out schools that were producing strong results in STEM subjects and the quality of the teachers, through to individual teachers who made learning more engaging and fun for the kids.
There was a bit of traditional university bashing which I wasn’t too keen on (mainly because universities are an area that women do really well in so why mess with something that works and is a strong on-ramp for women in the workforce?) although I do agree that subject choice and mix of skills needs to change. After hanging out with the primary and secondary school kids I can see that those choices have to start younger than tertiary level. It’s a bit chicken and egg (my mum is a hairdresser and my Dad a blue collar electrician-both left school at age 14) so visibility and role models for me to make tertiary choices mainly came outside the home and much later on. It’s not hard to see how TV shows and familiar environments like retail paint pictures of a future kids can see and understand. How do we paint them new pictures that aren’t from their 1970s parent’s world?
I think it's why I’m so positive about technologies like social media and web video communities for kids because it introduces them to environments outside their family life. Although there are a few weirdos out there and you have to be careful about that, allowing kids to participate in online communities might let them find avenues that they are really interested in and help them to think a bit bigger- the girl who 3D printed makeup at Harvard for instance.