[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-596004-105":3,"detail-sidebar-cat-0-en-105":79,"doc-detail-596004-en":129},{"code":4,"msg":5,"data":6},0,"ok",{"site_id":7,"language":8,"slug":9,"title":10,"keywords":11,"description":12,"schema_data":13,"social_meta":72,"head_meta":74,"extra_data":76,"updated_unix":78},105,"en","improving-female-enrolment-in-stem-related-trades-abstract","Improving Female Enrolment in STEM-Related Trades - Abstract","","The document analyzes Manitoba’s 2014 initiatives aimed at increasing women’s participation in non-traditional trades and STEM fields, arguing that funding and job opportunities alone will not substantially raise enrolment without curriculum reform. It identifies barriers such as gendered course design, limited early exposure to traditionally male-dominated trades, parental discouragement, and stereotypes about women’s fit for scientific and physically demanding work. It proposes experiential learning, gender-neutral environments, long-term empowerment, and workplace and business changes to enable sustained growth in outcomes for young 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Hans","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-10-15",true,{"@type":51,"interactionType":52,"userInteractionCount":22},"InteractionCounter",{"@type":53},"ViewAction",{"@type":55,"mainEntity":56},"FAQPage",[57,63,67],{"name":58,"@type":59,"acceptedAnswer":60},"Why won’t Manitoba’s 2014 initiatives alone significantly increase female enrolment in STEM fields?","Question",{"text":61,"@type":62},"The text argues that guidance, financial aid, and reserved training spots are commendable, but substantial change requires revamped early, middle, and high school curricula with experiential learning to demystify STEM careers.","Answer",{"name":64,"@type":59,"acceptedAnswer":65},"What barriers to women entering trades and technology are emphasized?",{"text":66,"@type":62},"The document highlights gendered curricula and limited early exposure to STEM trades, along with parental pressure and long-standing stereotypes that question women’s suitability for STEM and physically demanding work.",{"name":68,"@type":59,"acceptedAnswer":69},"What conditions are proposed to create a more supportive environment for women in trades?",{"text":70,"@type":62},"It calls for gender-neutral learning environments, hands-on education that avoids gender socialization, early encouragement for girls (and boys), and businesses creating gender-balanced workplaces with more respectful settings.","https://schema.org",{"og:url":32,"og:type":73,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":75,"canonical":32},"index,follow",{"doc_id":77,"site_id":7},596004,1792090384,{"code":4,"msg":80,"data":81},"success",[82,86,90,94,99,104,108,113,118,121,125],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":83,"show_sort_weight":84,"slug":85},"Story & 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Manitoba announced new initiatives to encourage young women to explore a career in non-traditional trades. While new government funding programs and job opportunities are laudable, there will not be a significant increase of female enrolment in Science, Technology, Engineering and Mathematics (STEM) fields unless our early, middle, and high school curricula are revamped to include experiential learning that demystifies STEM careers. Additionally, there is a need for long-term initiatives that empower young girls to explore education in all fields of study, provide gender-neutral learning environments, and encourage businesses to create gender-balanced workplaces.  \nOn October 2, 2014, Manitoba Minister of Jobs and the Economy, Theresa Oswald, announced three new initiatives to encourage women and girls to explore careers in nontraditional trades. The three initiatives consisted of the Trade Up! Program, which will provide guidance, testing, and financial aid to those women who are interested in trades; the training of 12 certified female journey people to become vocational educators; and a pre-apprenticeship cooperative program to be delivered by the International Brotherhood of Electrical Workers (IBEW), which will hold 10 spots in reserve for female participants (Province Hopes, 2014, paras. 1-7) . While these initiatives as set out by the Manitoba government as a means to encourage women and girls to explore careers in non-traditional fields are laudable, they will not be successful unless they are married to other long-term initiatives that empower young girls to explore education in all fields of study, include hands-on learning that eschews gender socialization, and encourage businesses to create gender-balanced workplaces.  \nEliminate the Concept of Gender-Specific Jobs  \nCurrently in Canada, less than one-third of females obtain a post-secondary degree or diploma in the Science, Technology, Engineering and Mathematics (STEM) fields, yet women account for more than 50% of all post-secondary graduates (Muzzafar, 2014, “Strength in Numbers,” paras. 2-3) . This low enrolment and subsequently low graduation rate of women in STEM fields may be attributed to the persistence of gendered curricula in the Canadian school system, which still makes a distinction between men’s and women’s jobs (Ingram, 2014) . The lack of exposure to what are traditionally male-dominated STEM fields at a young age may explain why there continues to be low female enrolment in the trades and technology domains. Exposure to trades and technology at an early age is one way to encourage girls to consider post-secondary education in a STEM domain (STUDENTS, 2014) .  \nGendered curricula and lack of exposure to STEM fields of study are not the only barriers to female participation in trades and technology. Parental pressure may be the main reason that stops women from investigating a career in STEM (Walters, 2013) . Many parents believe that manufacturing in Canada is on life-support, so they do not know about, and therefore cannot speak to, their daughters about the opportunities for exciting and well-paying careers in STEMrelated fields. On average, a woman in Canada enters the trades at age 29, after she has already explored other careers outside of the STEM fields. These additional barriers highlight a need for a national program that emphasizes not only the monetary rewards that await women who enter into STEM careers, but also the chance for personal growth, especially since a woman’s expository nature and creativity are a good match for the innovative manufacturing sectors (Walters, 2013) .  \nPerhaps the largest obstacle to more young women entering a STEM or trades career revolves around the well-worn trope that women are not suited for what has traditionally been considered men’s work. The long-held idea that women’s emotional, femi","cbCaiviwiSBL64ZO","https://ap.wps.com/l/cbCaiviwiSBL64ZO","pdf",221291,"English","# Abstract\n## Curriculum reform and experiential learning\n## Eliminating gender-specific jobs\n## Addressing parental pressure and stereotypes\n## Workplace and long-term initiatives","[{\"question\":\"Why won’t Manitoba’s 2014 initiatives alone significantly increase female enrolment in STEM fields?\",\"answer\":\"The text argues that guidance, financial aid, and reserved training spots are commendable, but substantial change requires revamped early, middle, and high school curricula with experiential learning to demystify STEM careers.\"},{\"question\":\"What barriers to women entering trades and technology are emphasized?\",\"answer\":\"The document highlights gendered curricula and limited early exposure to STEM trades, along with parental pressure and long-standing stereotypes that question women’s suitability for STEM and physically demanding work.\"},{\"question\":\"What conditions are proposed to create a more supportive environment for women in trades?\",\"answer\":\"It calls for gender-neutral learning environments, hands-on education that avoids gender socialization, early encouragement for girls (and boys), and businesses creating gender-balanced workplaces with more respectful settings.\"}]","Improving Female Enrolment in STEM-Related Trades - Abstract | PDF",1792082270,13]