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Credit where itâs due
Helen Fraser, GDST Chief Executive
The news this week that four-fifths of schools in the maintained sector are now good or excellent generated something of a media storm in a teacup. Many commentators thought that it could only be good news for everyone that schools are improving, but some took it as a signal of an impending crisis for the independent sector.
The maintained sector has certainly seen significant improvements in the last six years. But the UKâs independent schools remain some of the best educational institutions in the world, with outstanding public exam results, rich co-curricular programmes and an unrivalled range of sixth form subjects. Surely we should be celebrating increasing excellence, not assuming that better schools in one sector necessarily mean fewer schools in another? Â
It is also the case that there is more and more collaboration between the sectors, with independent schools sharing facilities and expertise â from Latin lessons in local primary schools to Oxbridge preparation or in the case of one of our schools, Russian A level lessons â with their neighbouring maintained sector schools.
Probably the most important decision most parents make is choosing a school for their child â and what they want is the right school for their particular child. It is still the case in many parts of the country that parents donât have meaningful choice in the maintained sector. Â They live outside the catchment area, or the best schools are oversubscribed, or they may find that the only school their child is offered is neither good nor outstanding. Â The increase in primary and secondary aged children will only exacerbate the problem and is likely to leave many parents with even fewer options.
The success of maintained schools certainly isn't a crisis for the independent sector. If anything, the interest in this subject demonstrates the value everyone in society - from politicians to parents, teachers to students - places on education. In our schools we will  continue to focus on the most important task at hand - providing the best education and pastoral support for the students in our care.
The life of maths genius Andrew Wiles...in the form of a poem
To celebrate National Poetry Day 2015, we'd like to share a great poem that was delivered yesterday (7 October 2015) at the start of the first ever GDST Junior Maths Conference, hosted by the Mathematical Institute of the University of Oxford. The poem was penned by Leela, a Year 6 pupil from Kensington Prep School, to an audience comprising 110 Year 6 girls from across the GDST network. It set the tone for what turned out to be a fun, interactive and, above all, inspiring day of maths!
"Hello everybody. Today I will be talking to you about the life of mathematics genius Andrew Wiles, and about the theorem that he devoted the majority of his life to. However, in order to make things more interesting, I have chosen to portray his life in the format (or should that be Fermat) of a poem:
A theorem that was unsolved for years, had left many mathematicians in tears.
The principle seemed to fit, but nobody could quite prove it!
Fermatâs last idea seemed simple but beware, when asked to add two numbers, each one squared,
A random answer off the shelf, might be another number times itself!
Pythagoras made this the big news, helping generations find the hypotenuse,
But when the numbers are cubed or more, Fermat thought that idea hit floor.
He proved his theorem in his head, couldnât fit it in the margin and then dropped dead!
Andrew Wiles, a boy aged ten, was intrigued by this problem, he mused upon this curious case, and decided that it must be fate.
He would prove this age-old maths was right, heâd be working, working through the night.
However, little did he know, it would take him forty years or so!
The years went by, time does fly!
Andy graduated from college but still he didnât have the knowledge to prove that
Fermat had told the truth, and he was running out of youth!
So, for a while, he gave up on his dream, decided to go a bit less mainstream.
He continued to live a quiet life but not proving this problem racked him with strife!
Thus, again, age thirty-three, he decided he would go down in history.
For seven years he kept on working. He hid away, sure that the proof was lurking.
So sure enough, in 1993, he pursued his destiny and revealed what was thought to be a solution to the public.
But they saw something that he hadnât when in private.
A very, very slight flaw, but it still showed that his proof was no more.
He continued working for a year, until it was very clear,
That he had indeed found the proof, and this time he made sure that no ends were loose!
So finally, heâd got it right, the problem hadnât half given up a fight!
However, the story doesnât end here, Wiles wasnât the only one interested by Fermatâs idea!
The Simpsons, a show run by mathematical prodigies, insisted that Homerâs bumbling philosophy,
Had led him to discover a brand new equation, one that did indeed rise to the occasion.
He supposedly sent years of maths down the drain, however two sums can be nearly the same.
And 3987 to the power of twelve + 4396 to the power of twelve = 4472 to the power of twelve,
Is in fact a near-miss situation, fooling most calculatorâs computation.
It is correct to 15 decimal places, thus for a while Homer was front of the races.
Alas, it was not quite so (as he would undoubtedly say, âDâoh!â).
So, that brings us to the end of the story, I hope that I didnât bore âye.
But isnât it truly inspiring?
One manâs determination when deciphering a supposedly impossible task, that seemed rather a lot to ask.
Yet even so he solved the conjecture, I hope that you enjoyed my lecture!
"Thank you so much for listening - I think that it is so exciting that each one of us in this room have the potential to go forth and change the mathematical landscape just as Andrew Wiles did.â
Why are there so few women on some A Level syllabuses?
Helen Fraser, GDST Chief Executive
I donât believe that there is a group of men sitting in the offices of the exam boards saying to themselves âhow can we exclude women?â.
On the other hand, when you see that Edexcelâs Music A Level, as highlighted by Jessy McCabe, has 63 composers, all male, including Howling Wolf, but found room for not one woman, not even Bessie Smith or Billie Holliday, or Judith Weir, Master of the Queenâs Music, let alone much older ones like Hildegard of Bingen, you start to feel that there is a âdefault to menâ wired in to so many of our organisations. Women are excluded, not deliberately, but thoughtlessly.
It really seems to be a case of âHis-story vs Her-storyâ when it comes to women and the secondary curriculum. Itâs not just in music where we see a dearth of women. In science, history, art and literature, women continue to be notable by their absence, despite the fact there have been female pioneers in all these areas.
When you look at art, music and literature, you have to acknowledge that women came to the party late. Nevertheless, by the early nineteenth century, the novel â an art form which women like Jane Austen or Charlotte Bronte could write in the privacy of their homes â was coming to the fore. The first art school for women opened in 1855, only 17 years before our GDST schools started. Now look at the astonishing flowering of women artists in the 20th century, from Frida Kahlo and Georgia OâKeefe to Gwen John and Bridget Riley.
So the historic context is no excuse for excluding women from the curriculum now. In fact, their success in worlds previously and almost exclusively dominated by men should be celebrated as a means of inspiring future generations.
But womenâs voices still struggle to be heard.
For example, part 3 of OCRâs English Literature A Level syllabus lists 45 suggested texts written after 1900 â a period of fantastic flourishing for women writers â and only eight (or 17%) of these texts are by women. You only have to look at the Baileyâs/Orange Prize winners for the last ten years to see writers like Rose Tremain or Zadie Smith or A M Homes who are nowhere represented. Â
I want girls, as well as boys, to be inspired to be the writers, artists and composers of this century, as well as by the political leaders and shapers of thought. How can we do that when, at the highest levels in our schools, children find that women have been written out of the script by the exam boards who have defaulted to lists of men?
Within education, we have a real opportunity for schools and exam boards to level the playing field and give pioneering women in all fields the recognition they deserve.
As a network of 24 independent girlâs schools and two academies, we are fortunate that we can take the GCSE and A Level curricula as a starting point for an academically rigorous education that encourages girls to be curious and enquire beyond the boundaries of their own knowledge. This added value ensures that the girls who leave our schools are equipped with the skills and experience they need to carve their own paths.
Initiatives like Ada Lovelace Day at Streatham & Clapham High School, or a cross-curricular project on outstanding women at Sutton High School, or  the âbiggest ever practical science lessonâ in which all our schools and academies participated, or our engineering conference last year, expose girls to the idea that they could become a Marie Curie or a Rosalind Franklin, a Barbara Hepworth or a Zadie Smith.
Girls need those role models â because without them they could become as trapped as their Victorian great-great-grandmothers, who were told that womenâs place was in the home.
Keep taking the tablets: technology, learning and the vital role of schools
Kevin Stannard, GDST Director of Innovation and Learning
Every technological step-change sets alarm bells ringing. In 1950, an American teacher bemoaned the passing of the pencil, proclaiming: âBall-point pens will be the ruin of education in our countryâ. Of course it was Plato who started it all with his critique of writing â a poor substitute for the lively give and take of oral dialogue. Writing things down, he thought, would encourage forgetfulness and fail to activate deep learning.
Equally melodramatic are those who proclaim the death of the school on the grounds that the Internet, Web 2.0, and mobile devices have rendered the âfactoryâ model of schooling irrelevant. After all, why do we need teachers (and schools) when weâve got Google and wireless-enabled cafes? In an age when young people live with a plethora of devices and unhindered access to information from multiple sources, schools run the risk of remaining embarrassingly analogue institutions in a digital age.Â
Digital technology not only helps pupils learn in new and different ways, it can really engage them by offering new ways of captivating attention, building on prior learning, and adaptive testing. Technology can break down artificial divisions between âformalâ learning in classrooms and âinformalâ learning in other spaces in and out of school, realising the potential of the âflipped classroomâ.
Technology in the hands of learners can, and should, disrupt traditional, transmissive, teacher-dominated models of education. But isnât there a danger that it might distract as well as disrupt? By the age of eighteen, students will have spent the equivalent of four years in front of a screen. Research confirms that multi-tasking slows learning and there is a general consensus that attention spans are shortening.
Learning is all about handling information â not just finding or receiving it. Activities that require bite-sized knowledge and staccato responses undermine the link between extended writing â through its promotion of conjunctions and dependent clauses â and deeper thinking through the connection of ideas. In embracing a digital future, schools need to avoid striving to become a pale facsimile version of the ârealâ world. They certainly need to prepare young people to take their place in that world, but as educators we have a wider, other-worldly responsibility.
In a modular, multi-tasking, rapidly mutating world, where young people are bombarded with data, schools stand out as privileged places which put value on sustained reflection and considered debate. Schools can be âgardens of peaceâ, giving time and space for young people to explore ideas, develop understanding, make links between concepts and engage in a deeper, more considered and more nuanced way than is perhaps the case elsewhere.
As teachers we must employ technology critically, in aid of educational aims, and not for its own sake. A recent study concluded that, âthe gap between ICT use in and out of school remains persistent.â Surely the fundamental challenge is to ensure that technology in schools is encouraging of deep learning, rather than being distracting or worse still, irrelevant.
Too much information?
Dr Kevin Stannard, GDST Director of Innovation & Learning, on the power of knowledge Â
How many countries does the equator pass through?
Where is the pituitary gland?
In which century was Abraham Lincoln born?
Who knows? Who cares?
The value of accumulating, storing and recalling knowledge in the form of facts is under assault from connectivism, a learning theory that takes as its starting point the existence of technology and networks that have allowed us access to vastly increased volumes of information stored elsewhere. Add to that the awareness that knowledge itself is distributed, is growing exponentially, and bits of knowledge stand to be added to, transformed and rendered redundant ever more quickly â creating a world in which the âhalf-lifeâ of knowledge appears to be reducing.
In such a world, why bother trying to digest and commit to memory information that stands to be overtaken in any case, especially when our digitally connected world allows instantaneous access to the most up to date information held elsewhere? Knowing lots of things appears to be very twentieth century. Knowing where to find things is surely the basis of twenty-first century life.
This is not unconnected with the orthodoxy that young people today cannot expect to be trained for a single career that they will hold throughout their working lives. The implication is that there is no fixed stock of knowledge that they need to imbibe early and call on over the long term. The premium now is on flexibility, conceptual agility, and transferrable skills.
This view of learning lines up well with progressive educational approaches that see learning as an active process, directed by the student, rather than a top-down didactic process of transmission of knowledge from the teacher to the student; the latter, no matter how bright, performing passively vessels to be filled. In the more dynamic model what is being taught (content) is less important than the way it is being learned (skills).
But in a digital information environment in which networks hold the information, there is a danger that the individual begins to act a bit like a âthin clientâ in computer terms: relying much less on the data stored in the local memory, and much more on the ability to connect with knowledge stored elsewhere. Processing power becomes distributed, and is lost to the individual.
But as learners we are not merely repositories of information. We donât just store data. If we did, having access to other data stores would do just as well. As learners we are taught to hone the tools to interpret facts, to test their truth value, to compare them and make links, to build chains of reasoning, to draw conclusions, to engage others in debate. Without those skills, knowledge is moot. Skills are crucial in breathing operational life into the world of data. Diane Ravitch has shown convincingly that the development of higher order cognitive skills depends on having knowledge to work on. You cannot practise these skills in a vacuum.
We seem to appreciate this intuitively. People still value actually knowing things, rather than just knowing where to find facts on demand. The thirst for knowledge apparently remains unquenched â if the continued popularity of quizzes in the pub, at works dos, on the Internet and TV, and even on the margins of formal education, are anything by which to go.
Hereâs another question (though admittedly not one recommended for a quick-fire fingers-on-buzzers round): when did the value of knowing things become the leitmotif of educational reactionaries? When did this kind of knowledge become the presumptive preserve of the Right?
It is a shame that the âprimacy of knowledgeâ has been suborned by self-appointed keepers of the factual flame, who seek to roll back what they see as the advances of progressive education in recent decades. In the USA, E D Hirsch sounded the clarion call of core knowledge. In the UK, Michael Gove took up the charge with his devotion to dates. Daisy Christodoulou made committing facts to memory a sine qua non of sound education. None of this is new, of course. Hard Timesâs Thomas Gradgrind cleared the path: âTeach these boys and girls nothing but factsâŚâ
So many straw men must surely constitute a fire hazard. Those who seek to turn the tide of progressive education assume that the latter is opposed to the learning of demanding amounts of hard curriculum content. Actually, though, progressivismâs target was the didactic, âchalk and talkâ style of pedagogy which treated students, no matter how bright, as mere vessels to be filled. Information itself has become a collateral victim of the counter-attack.
But the slur has persisted. Factual knowledge and content-filled curricula have been set successfully against a vision of student-centred discovery learning based on constructivist epistemology; a compound construct that is supposed to have infected education and dragged down standards. Opponents are caricatured as liberals who lowered the bar, replacing demanding knowledge-based curricula with wishy-washy relativistic models of negotiated learning, celebrating the undermining of authority. In the eyes of the factual fundamentalists, sixties progressivism has segued into the 21st Century Skills agenda.
By a Manichean sleight of hand, it was even possible to cast the world in terms of two opposed camps: knowledge versus skills â skills being seen euphemistically as the agents of dilution, giving in to lowest common denominator attempts to level the playing field by giving time over to directionless, content-less project-based cross-curricular âlearningâ. By a strange elision, progressive educationalists became the enemies of promise, selling out less advantaged students, those less immersed in cultural capital.
Except that this is all figment, not fact.
Factual knowledge, like patriotism, was never the exclusive domain of the Right. Indeed, knowledge has long been the ally of emancipation, transformative not just of individuals but also of societies. The auto-didacts of the late eighteenth and nineteenth centuries knew this. Working-class men, and women of all classes, knew this. Successive generations of migrants to these shores have known this.
Facts are not reactionary. An emancipatory curriculum is not centred on skills, but on facts, on information â and on learning what to do with it. It is demanding, because it is effective. It is based on what Michael Young calls âpowerful knowledgeâ. In a democracy, everyone has a right to knowledge â the knowledge necessary to make reasoned judgements. In a meritocracy, everyone should have the right to the same building blocks of knowledge.
No single political or educational grouping has a monopoly on the importance of facts, of knowledge narrowly defined. Rather than ceding the territory of knowledge and buying still more stock in free-standing âskillsâ, those who share a broad and balanced vision of transformative, emancipatory liberal education should fight to reclaim facts and knowledge, and not shy away from hard  and demanding content in curriculum.
So between the vacuous âno-nothingâ claims of connectivism, and the Grandgrindian slog of hard-core educational reductionists, there is a land of liberal learning to be conquered anew by each generation, a land in which knowing how to find things is a skill; but knowing things is a human right.
National Women in Engineering Day - a time for reflection
Helen Fraser, GDST Chief Executive
Set up by the Womenâs Engineering Society (WES) to celebrate its 95th anniversary in 2014, National Women in Engineering Day is an inspired initiative that builds on the legacy of the heroic women of World War One.
Life for women in pre-war Britain was dominated by domesticity. Their place was in the home and, while Suffragettes were campaigning for change, most women had no choice but to content themselves with their lot. It was only when the men left to fight that women started taking their places in factories, shops and offices. Circumstances had dictated change and for the first time women had a role and, to a lesser extent, a voice.
More than one million women joined the workforce between 1914 and 1918. They did everything from driving trams and cleaning trains to delivering mail and joining police patrols. While many were earning money for the first time, female workers in munitions factories were still paid as little as half the wages of men doing similar jobs.
There was no such thing as work/life balance. Twelve hour shifts were commonplace and some women worked 13 days without a break. It was a hard life but many women saw paid employment as a stepping stone to independence and an endorsement of their place in society.
After the war, the Sex Disqualification (Removal) Act of 1919 made it illegal to exclude women from jobs because of their gender. For educated, middle-class women, this meant access to numerous professions previously denied to them.
Unfortunately, the same wasnât true across the socio-economic board. When the troops returned, many women found themselves surplus to requirements. The 1919 Restoration of Pre-War Practices Act forced most women to leave their jobs, as men came home and factories switched their focus to peacetime endeavours. As roles reversed once more, women found themselves grieving or caring for injured male relatives or husbands, or both.
Economic hardship and low expectation combined to form an unhappy picture for women in the immediate aftermath of the war. Despite their pioneering contribution, thousands of women were dismissed from their jobs, particularly in engineering. These newly unemployed, but undeniably ambitious, women were pressured into becoming domestic servants or return to the business of running the home.
The Womenâs Engineering Society was set up in 1919, at the end of the First World War, when the women who had worked in technical jobs during the war wanted to continue their newfound vocations. Since then the organisation has worked tirelessly to ensure equality for women in this sector.
It does this by supporting women to achieve their potential as engineers; to encourage and promote the education, study and application of engineering and to work with organisations and influencers to promote gender diversity and equality in the workplace.
It has never been more important to address the engineering skills shortage and I am delighted that GDST studentsâ take-up of STEM subjects continues to exceed national averages for girls. In 2014, 61% of our A level students took one or more STEM subject. In the same year, many of our Year 12 students took part in a hugely successful Engineering & Architecture Conference at the Royal High School, Bath. This included interactive workshops and career discussion sessions led by female engineers from, among others, Airbus, BAE Systems, CrossRail and Jaguar Land Rover.
At a time when increasing diversity and inclusion are finally being recognised as business imperatives rather than tick-box exercises, engineering offers huge potential in terms of job opportunities. Any of our girls who pursue a career in this sector will also be following in illustrious and well-trodden footsteps.
Dame Meriel Talbot (16 June 1866 â 15 December 1956), an alumna of Kensington Prep School, was the Board of Agricultureâs first woman inspector and director of its Womenâs Branch, in charge of the recruitment and co-ordination of the Womenâs Land Army. A leader and an exemplary role model for todayâs female engineers.
As more women step into positions of leadership in this sector, I have no doubt their achievements will inspire others to become pioneers in their own right.
Snakes and ladders
How can we prepare our students for the ups and downs women experience in the workplace? Helen Fraserâs speech to the GDST Annual Conference 2015.
Over 50 years ago, way back in 1962, a young girl, inspired by the US space programme, wrote to NASA asking how she could become an astronaut. She got a very polite letter back to tell her that women werenât astronauts.
This was not unusual. There were lots of careers that, in the 1960s, were ânot for girlsâ. Girls â or rather women â werenât firefighters or commercial pilots or ambassadors or prime ministers. There were many other roles â such as in science, or politics â where only a small number of notable, indeed exceptional, women made successful careers.
But that was then, and this is now.
Now, we like to believe that no careers are off-limits to girls. And yet, gender stereotypes still linger, influencing perceptions of many jobs and careers. Do a search online for images of chief executives, or surgeons, or judges, and you donât see many women. Do a similar search for images of nurses, or child-minders, or personal assistants, and it will come as no surprise that there arenât many men to be seen. (Although, you may be pleased to know that when you search for âheadteacherâ the pictures are much more balanced.)
These sort of stereotypes permeate our national and indeed global culture, and our children canât help but subconsciously absorb them.
So itâs important that we consciously challenge these assumptions from the earliest age.
Raising awareness of different jobs at an early age enables girls to imagine themselves in a full range of roles, and not limit their horizons too early or too readily.
I know this is already something many GDST Junior Schools do as a matter of course - I was at a leadership day in Bromley High last week, where Year 6â˛s were working with an actor, a director and a TV script editor, to learn both about these jobs but also about the kind of teamwork and leadership skills needed in the creative industries. As those girls move up the school, they grow into confident, motivated young women, who leave school and university believing there is nothing they canât do.
Moving on, when those girls launch themselves into the world of work, they will have the support of the GDST Alumnae Network â 65,000 women who are part of each and every alumnaâs wider circle of influence.
It used to be believed that women were less likely to help others with career advancement, because of fear of professional rivalry or being undermined.
New research[1] from the US by Cristian DezsĹ of the University of Maryland, Robert H Smith School of Business, and David Gaddis Ross and Jose Uribe of Columbia Business School, indicates that the notion that female senior executives are âQueen Beesâ who are unwilling to support other women needs to be put to rest.
Indeed, their research suggests itâs more likely that too many companies feel that by appointing one woman they have somehow âticked the diversity boxâ and donât actually need to appoint any more. It would seem that companies which have appointed one woman to the executive team are less likely to appoint a second one. They enjoy the good PR from having a woman on the top team but see it as the end of the process, not the beginning. It also seems to be the case, the research shows, that the lone woman is often appointed to a specialist board role - like âgroup HR advisorâ - whereas the real game changer is when a woman is appointed to a profit and loss accountability, as CEO or COO. When women are in that P & L position, things start to change for the better for women throughout the organisation, with more equal pay and more advancement for women below. The very opposite in fact of the Queen Bee myth.Â
In fact, other research in the US by Catalyst in 2010[2], found that women who have themselves benefited from mentoring and coaching are more willing to help others, which in turn boosts the talent pool. This is also evidenced by our mentoring scheme, which saw many of our successful alumnae stepping forward and offering to help other women up the career ladder. Our mentoring scheme involves alumnae from 24 GDST schools, and shows that our old girls are well disposed to helping others.
Now Iâm not, by any means, saying that men canât or donât mentor women, or that women should not mentor men. Indeed some senior men can and do go out of their way to sponsor talented women. But itâs not the norm â the Catalyst research I quoted earlier also showed that while 73 per cent of female mentors mentor women, only 30 per cent of male mentors do so. So we canât wait for a few good men to help more women; women are going to have to help themselves, and each other.
In my experience, there are three points in a womanâs career when support from a mentor, specifically a female mentor, can be particularly valuable.
The first is when young women first enter the workplace in their early 20s, when a wise mentor can help them adapt to new expectations and acclimatise to the office culture.
The second point in a womanâs career when a female mentor can be especially helpful is when what I like to call the âbaby questionâ arises in her late 20s and early 30s. A more experienced woman who has already herself navigated the ups and downs and challenges of balancing work and family can share her experience and give encouragement and support.
The third point when, in my view, a female mentor comes into her own is when a woman is considering throwing her hat in the ring for that big, important, career-defining job or promotion. Then, a female mentor can reassure that they have the skills and experience to get the job and do it well, and inspire confidence to go for it.
But whatâs in it for the mentors themselves? They also report benefiting from these relationships too.
We asked GDST alumnae who are in our LinkedIn group to tell us of their experience of mentoring. Responses from mentors were extremely positive. One said âIt is about personal and professional delight in seeing mentees achieve some of their goals. And their thanks is palpable. I also learnt a lot from my mentees, it is a fantastic way to see the world though younger eyes or eyes newer to my industry.â
I said before that one of the career turning points when female mentors are particularly valuable is when women are in their twenties and thirties and looking to balance work and family life.
In my view, employers also play a crucial role in ensuring women, and indeed men, returning to work are welcomed and supported and, above all, challenged.
Too often, working parents can be side-lined when they return to work after maternity or paternity leave. Colleagues with family responsibilities are blamed for âopting outâ when actually itâs their bosses and employers who arenât even giving them a chance to opt in. This can, understandably, lead to disillusionment and a lack of productivity within the workforce. The âmommy trackâ as it is known in America, is not a myth.
The extent of this disillusionment is laid bare in a study published in last Decemberâs Harvard Business Review[3]. This looked at the career expectations and the reality for both men and women who graduated from Harvard Business School over the past 50 years. It highlighted how women arenât so much leaning out as being pushed to one side, suffering from stereotypes associated with caregiving and not being given the opportunity to opt in or out in the first place. To quote from the article:
âOur survey data and other research suggest that when high-achieving, highly educated professional women leave their jobs after becoming mothers, only a small number do so because they prefer to devote themselves exclusively to motherhood; the vast majority leave reluctantly and as a last resort, because they find themselves in unfulfilling roles with dim prospects for advancement. The message that they are no longer considered âplayersâ is communicated in various, sometimes subtle ways: they may have been stigmatized for taking advantage of flex options or reduced schedules, passed over for high-profile assignments, or removed from projects they once led. One alumna recalled, âI left my first job after being âmommy-trackedâ when I came back from maternity leave.â
Another, in her forties, said, âThe flexible part-time roles I have takenâŚhave never been intellectually fulfilling.â Yet another recounted leaving the workforce in response to unfulfilling work: âI last quit three years ago because I could not seem to get new challenges and became bored by the work. I had great reviews and the company liked me. There appeared to be preconceived notions about part-time women wanting less challenging work, off track, when I was seeking the more challenging work, on some sort of track. And being part-time took me out of the structured review and promotion ladder.â
Now while this research refers specifically to the female experience of the workplace, I think it likely that, as more men take career breaks and paternity leave, and play a bigger part in raising their children, this will gradually extend to the male experience of returning to work and of balancing their home and work responsibilities too.
I call it âdiminishing returnersâ, and it seems to me that, by letting this sort of talent go to waste, companies and organisations are proving both short-sighted and narrow-minded, and essentially shooting themselves in the foot.
It manifests in many ways. In some workplaces thereâs a sort of âbaby shameâ which means many women and men who want to be taken seriously at work are reluctant to have photos of their children on their desks or walls, so colleagues and bosses arenât constantly reminded of their supposed lack of commitment to work. They feel they need to invent medical and dental appointments rather than let their peers know they have a childcare emergency.
Further research by CEB, a research, strategy and consultancy firm, as outlined by their executive director Jean Martin in an article for the Guardianâs Women in Leadership webpages[4], suggests that itâs not one big challenge â a glass ceiling â that is stopping women, but a series of micro-challenges â glass splinters perhaps â throughout their careers that lead to women opting out. As Jean Martin writes, women are leaving organisations ânot because they hit a glass ceiling but because they find the promise of a successful career has been broken many times overâ.
So whatâs the solution? Itâs actually very simple. Rather than diminishing returners, and simply assuming that staff who are also parents or caregivers prefer less demanding tasks, employers should be prepared to take bets on them, to promote them and to give them really stretching and interesting projects to work on, so their talent doesnât go to waste.
The onus is on employers to ensure the full potential of their female returners is tapped to help plug the âleaky pipelineâ that continues to contribute to a lack of women in leadership positions.
I have long had a theory, based on observation of many young women returning to work after having had their babies, that they approach their careers with renewed vigour and focus. The issue of when and whether to have children is such a huge one for young working women and you can see that when they have resolved it, they have a renewed appetite and energy for work. Also anyone who has worked with young working mums knows how extraordinarily productive they are - no lingering around the coffee machine chatting when you know you have to leave on the dot of five for the childminder. Their time management skills are formidable - and so, when they move into management, are their skills managing people, honed by the greatest management challenge of all, babies and toddlers.Â
We have talked a lot in the GDST about the importance of girls avoiding perfectionism - Oxford High even christened it âthe death of Little Miss Perfectâ - but that advice is never more important than when a young woman returns to work after having a baby. Trying to be a perfect working mother (indeed a perfect any kind of mother) is a recipe for disaster - you just have to accept that you will be a bit less than perfect as a parent, as a partner and as a worker. Living with that â and understanding that even if youâre operating at 80 or 90% of your potential, your spouse, employer and baby are very lucky to have you â can be very helpful. And that sort of quiet confidence and sense of your own self-worth is something that every school should really aim to instil, and something that I think single-sex schools like those in the GDST network are particularly good at fostering in their students.
I will finish with a further quote from that study of Harvard MBAs I mentioned earlier:
âMost women who have achieved top management positions have done so while managing family responsibilitiesâand, like their male counterparts, while working long hours. Women want more meaningful work, more challenging assignments, and more opportunities for career growth. It is now time ⌠for companies to lean in, in part by considering how they can institutionalize a level playing field for all employees, regardless of gender or caregiver status.
I look forward to hearing what our speakers this morning, Sandie and Sacha, have to say about these issues, and the many others we are discussing today.
I began this talk looking at the issue of gender stereotyping, and what has changed and what hasnât. The little girl I mentioned at the start who wrote to NASA is now aiming high in a very different arena: her name is Hillary Clinton, who is challenging stereotypes by aiming to become the first female president of the United States.
[1] Is There an Implicit Quota on Women in Top Management? A Large-Sample Statistical Analysis; Cristian L DezsĹ, University of Maryland, Robert H Smith School of Business, David Gaddis Ross Columbia Business School and Jose Uribe Columbia Business School â see http://www.rhsmith.umd.edu/news/hidden-quota-women-top-management
[2] http://www.catalyst.org/media/paying-it-forward-pays-back-business-leaders
[3] https://hbr.org/2014/12/rethink-what-you-know-about-high-achieving-women
[4] http://www.theguardian.com/women-in-leadership/2015/may/26/forget-the-glass-ceiling-we-need-to-fix-the-broken-windows-first.
Confidence... I've heard it all before
Helen Fraser, GDST Chief Executive
When it comes to girls (and women) and confidence, so much has been written and surmised, itâs a challenge to find a fresh perspective. In our schools, I know we have genuinely quiet girls who are sporting or academic stars yet stumble onto the stage to collect their awards looking embarrassed. I remember my own quiet daughter whose school reports always said âit would be good if she ever contributed in classâ and whose idea of torture was a social occasion with adults, when she would stare at her feet and be monosyllabic.
There seems to be a range â from unconfident to arrogant, with âjustifiableâ or âappropriateâ self-confidence the ideal to aim for. One of our heads recently commented that on leaving school, âit never occurred to me that there was something I couldnât doâ. This is a great attitude to have, particularly if it comes naturally. Comparisons with classmates, or sisters are all too common, as is telling a girl, or a woman to simply âbe more confidentâ! This is a surefire recipe for failure.
Confidence builds gradually through experience. In the words of Mae West, âA dame that knows the ropes isnât likely to be tied upâ. Helping others â whether itâs sixth formers mentoring younger girls, or working in the community to help the elderly or children â is a fantastic way to build confidence. Perhaps we shouldnât be deploying the word âconfidenceâ at all. Isnât this really about âconquering fearâ â doing something that frightens you and discovering that you can?
Imposter syndrome has a tendency to rear its head in new workplaces where assumptions about previous experience are frequently imagined but rarely qualified. The fact that women wonât apply for a job unless they tick almost all the qualities/experience needed, whereas men are much more likely to have a go, is another sad reality of modern-day professional life.
My solution, treat confidence like a box. Every time you do something you find frightening or difficult, you lay down another sheet of paper saying 'I did it'. Over time, when you feel nervous about something you look down at the box and think 'I've done that', âthat doesnât scare me any moreâ. What better way to soften your own landing?
Much more than academic excellence...
By Helen Fraser, GDST Chief Executive
The increase in the number of independent school pupils, highlighted by the latest ISC Annual Census, is a clear indication that more and more parents are realising the benefits the sector delivers.
Parents are rightly demanding when it comes to choosing their childâs school. As decisions go, it is probably one of, if not the most important they will ever make. They increasingly want added value, and a well-rounded education. So while academic standards are important, the opportunity to take part in a wide range of sporting, creative and cultural opportunities that feature in the life of the school are significant factors for pupils and parents too. Well-being is taken increasingly seriously, and schools pride themselves on really knowing and understanding their pupils as individuals and what makes them tick.
Preparing students for life after school is also a key feature of the broad and balanced education on offer at independent schools. The careers advice and support that students get in applying for university is first-rate, and they also have the chance to develop the skills and attitudes that help them get on in life and work. For example, the GDSTâs unique CareerStart programme aims to equip students with vital skills â resilience, negotiation, leadership, teamwork, enterprise, creativity and more â to succeed, and our Alumnae Network of over 65,000 former pupils supports them throughout their careers and lives.
While 15 of our schools are situated in London and the South East, we also have significant representation in the rest of the country and the growth in pupil numbers in the North of England and Wales demonstrates that, when it comes to education, the perceived north/south divide is becoming less apparent. While the quality of academic provision was never in doubt, our sector has undeniably suffered in recent years as parents have juggled competing priorities under more constrained circumstances. The green shoots of recovery are certainly in evidence and the year-on-year growth, highlighted by the ISC Census, is a reflection of this.
In our experience, the growth in the number of international students does not demonstrate a new, previously unidentified trend in the independent sector. Compared to their day school peers and those whose parents live with them in the UK, the numbers are still relatively low â only 27,000 of the ISCâs 517,000 pupils in ISC schools have parents who live overseas. While the public perception of independent schooling is dominated by a handful of well-known public schools, the reality is that the vast majority of independent schools are day schools like ours, drawing pupils from their local area and playing a valuable part of their local communities.
Having said that, many UK independent schools, particularly those that cater for boarders, draw pupils from around the world. Our own boarding school, The Royal High School in Bath, has pupils from places as diverse as Nigeria, China and Russia. Some of our day schools also host students from China, usually in the sixth form. What this demonstrates is that our independent schools have an enormous amount to offer international students. We know they value the chance to take A Levels, to participate in the extra-curricular activities that schools offer, and to improve their spoken and written English. Many also go on to study at UK universities and we welcome the diversity and the internationalism that such students bring.
Parents, wherever they live, trust us to educate their children, to bring out the best in them and ensure they are equipped to live happy and fulfilled lives. Education is a vital indicator of any countryâs future success and as pupil numbers increase, so the sector's influence and ability to share knowledge and expertise will spread, both nationally and internationally. This is one trend I feel certain will continue.
Girls and technology: the time is now
By Cat Scutt, Head of Creative Teaching & Learning at the Girlsâ Day School Trust (GDST)
The issue of female participation in STEM (Science,Technology, Engineering and Mathematics) and digital technology is a hot topic at the moment. Since a peak of around 30% in the 1980s, the proportion of female undergraduates studying computer science has declined sharply.
According to the Higher Education Statistics Agency, in 2014, just over 9,000 women were studying computer science at UK universities compared to 52,000 men. Only 19% of the UK technology workforce is female and figures released by global technology companies paint an even bleaker picture â women hold only 17% of technology roles at Google, 15% at Facebook and 10% at Twitter.
In a world where the technology industry is growing at an unparalleled rate, we urgently need to increase the number of talented individuals of both genders choosing to study and work in this area.
Much has been said about the strengths women bring to the table â strong vision, communication skills, collaboration and creativity. It follows that an increase in female representation can only benefit the tech industry by making it better equipped to deal with future challenges.
The issue of the increasing gap between the proportion of men and women studying and working in digital technology is nothing new. A more recent phenomenon, however, is the genuine sense that changing agendas in education and the workplace, plus a broader cultural shift around how consumers engage with technology, mean that things might finally be about to change â or at least be able to change.
At the core of this optimism is a need to remodel the attitudes, expectations and ambitions of children â boys as well as girls â from an early age. The idea that all we need to do to engage girls in technology is to make computers, phones and tablets available in pink is, at best, a distraction from the real issue and at worst a backwards step, reinforcing unhelpful stereotypes.
If we look back at the historical reasons why computer science has come to be perceived as a primarily â if not exclusively â male domain, evidence suggests the release of the home computer in the 1980s directly coincided with a fall in the number of women studying computer science. The key issue was not the computer itself, rather the way in which it was marketed â with games and programmes designed with male interests in mind and advertising typically featuring young men working or playing alone on their computer.
Making the tech industry female-friendly is not about making it âfeminineâ, rather it is about making it less distinctively male. By removing some of the elements that, albeit unintentionally, create barriers to female participation â for example the way women are presented in computer games â we can move on to developing the areas that make studying and working in technology appealing to children of both genders.
One of the ways in which we can start to remove these barriers to participation is by harnessing the culture shift in how users perceive and engage with technologies. With greater access to devices, a dramatic increase in internet use, and the explosion of jobs in the industry over the past decade, this perception has changed. Computers, social networking and gaming are now ubiquitous â in fact, girls now outstrip boys in terms of SmartPhone ownership, gaming, and Facebook usage.
In terms of the creation of technology, the future looks bright for women here too. The general move away from passive consumption of content towards creation and curation â through blogs, social media, video and image sharing sites â is increasing the power and potential of young people to build content and skills simultaneously. At school and at home, encouraging children, particularly girls, to engage carefully and reflectively in creative activities online will help to ensure we make the most of this natural shift.
The recent introduction of coding and computer science as compulsory elements of the National Curriculum from primary school has the potential to have a huge impact in terms of increasing participation among girls and boys.
By making computing a mainstream subject, rather than an elective option which students must choose at the expense of another subject, there is an opportunity for children as young as four to be introduced to computational thinking, coding, and problem-solving challenges. Ian Livingstone CBE, creator of the Tomb Raider franchise and a leading digital skills advocate, likens the traditional approach to ICT teaching â focusing on usage of applications such as Microsoft Excel â as being like teaching pupils to read, but not to write.
Computer science, meanwhile, gives girls and boys the skills they need to create their own applications and to understand how technology works. This, combined with activities such as coding clubs â ideally run by older pupils for younger pupils â and hackathons, gives opportunities for students to be creative while developing the confidence and impetus to further their interest at university and beyond.
Of course, we won't see the fruits of these labours straight away â today's coding-savvy ten year-olds won't be undergraduates for another eight years â but in carrying out the groundwork, we have the power to change the whole landscape.
There are now a significant number of female leaders in digital technology â from silicon roundabout start-ups to international brands like Google â gaining market share and column inches alike. We need to continue raising the profile and prestige of IT career options, drawing on the increasing need for highly skilled employees in digital technology, and moving away from the perception that computer science is all about bespectacled men writing code in darkened rooms.
The current lack of women on undergraduate courses and in technology careers creates a situation where some women are put off, not because they donât enjoy the subject but because they donât want to stand out. Others fear applying for jobs or university courses because they feel they may be âfilling a quotaâ, rather than on the basis of their talents. Â
It is these habits and attitudes that need to change. We need to reach the point where it never crosses a girl's mind that she couldn't â or shouldn't â consider a career in tech because of her gender. Although this may seem like a distant vision, change is already beginning to happen.
At a recent Digital Leadersâ Conference for girls from across the Girlsâ Day School Trust (GDST) there was a palpable sense of energy, excitement and possibility. Over 150 girls aged from 10-18 were supported by industry mentors from BT, Ogilvy, Capita, Discovery, Morgan Stanley, Accenture and more. They worked together on digital innovation challenges and devised some truly inspiring applications. If these girls are the future, itâs certainly looking bright.
This article was originally published in the Spring 2015 edition of Absolute Education magazine.Â
Donât wait to be asked
Helen Fraser's speech to the the Women in Leadership WiLpower conference - Friday 6 February
Thank you for inviting me to this excellent event. I am delighted to be here today and especially happy that this event has been organised by girls from St John Bosco and Putney High working together in partnership.
Now, I started my working life over 40 years ago, and itâs sometimes worth remembering how womenâs aspirations and achievements have expanded and developed in that time.
In 1972 when I began, publishing was routinely run by charming men in tweeds, who would say to me as I tried to break in âmy dear girl, women never get anywhere in publishingâ. There was pipe-smoking, and polished brogues, and men who called each other by their surnames when they became really intimate.
It wasnât just the publishing industry that was institutionally sexist, nearly every sector was. When I started work it was still legal for women and men to be paid different rates for the same or similar work â it was only the passing of the Sex Discrimination Act in 1975, 40 years ago this year, that changed that. It was only in the few decades before that that the so-called âmarriage barâ was lifted in many professions â indeed until 1972 women working for the Foreign Office still had to resign if they got married. And for that matter, in the 1970s, most married women simply did not have jobs.
But there is still a long way to go until we can say that women have the same opportunities as their male counterparts to aspire to and achieve positions of leadership â and this is the case in nearly every sector of society: in politics and the police, in the media and the law, in business and in the health service. At the moment there seems to be an unwritten rule that women shall have no more than 20 per cent of the positions of authority in any sector. So women make up fewer than 20% of professors, of chief constables, of MPs, of board members, of permanent secretaries, of senior judges, of consultant surgeons, and so on, in so many professions.
We have to recognise that we are still surrounded by outdated and unhelpful female stereotypes â the ideas that âa womanâs place is in the homeâ; or that âphysics is for boysâ, still hold power. A particular bugbear of mine is the phrase that describes a woman who has a career and a family as âhaving it allâ. Now that most women who are mothers also have paid employment, itâs not âallâ, itâs the norm, but that phrase makes us sound greedy or grasping, and god forbid if you want more, when you already have it allâŚ
Stereotypes will always exist, and it would be great if women and girls could take ownership of the way we are described and represented. We need some better, more contemporary descriptors that more accurately reflect the many and varied roles women â and men â play in todayâs society. So why not âa womanâs place is in the boardroomâ, or âphysics is for everyoneâ?
So where do go from here? It is clear that, in general, girls are excelling at education, where there is visible progress, you get marks and reports and A*s and can constantly track your success. Young women now have overtaken young men at every stage from GCSE to A levels, to number of firsts at degree level, to first jobs, and even to first jobs in management[1]. Girls last year were 30% more likely to go to university than boys.
These young women who, a study by the University of Georgia in the United States found, are more âattentive, eager to learn, persistent, independent, flexible and organisedâ[2] in the classroom than their male peers do amazingly well until about thirty. But then, for so many women, there are two âlost decadesâ between thirty and fifty where they are overtaken by men or drop out of the workforce altogether.
Are the very qualities that get us so brilliantly through education and the first stages of work â such as diligence, getting on with the work assigned, thorough preparation â are these qualities somehow disadvantaging us in the battle to climb a corporate or political ladder? Girls and young women seem to be proving less adept at navigating the workplace than school and university. I recently came across the fashionable acronym VUCA â we live in a Volatile, Uncertain, Complex and Ambiguous world. Schools and universities are wonderfully reassuring places to be in a way â you get constant feedback on how you are doing, and you know when you are doing well. The workplace isnât necessarily like that â itâs VUCA.
We have to ask ourselves what it is about the workplace that holds back or discourages women when they reach their 30s and 40s. You sometimes hear the excuse, âbut they all go off and have babiesâ but thatâs not the real issue. What is it about 21st century organisations that too many women in their late twenties and early thirties find discouraging or alienating? How can we make the pipeline of able and ambitious women in their thirties and forties deliver the CEOs (and vice chancellors, and cabinet ministers, and chief constables) of the future? We need organisations to focus on retention of female talent, to understand their female employees better, to take risks on women.
There are some ways in which we can help ourselves too. Colleagues and bosses are often too busy or occupied to give feedback or reinforcement that you are 'doing it right' - and what a lot of women find in their twenties is that their confidence gradually erodes. A young woman of 25 who has been in a job for two years may start to think 'maybe they don't think I'm that good' because no one has told her she is good, while the young man at the next desk is likely to be thinking 'I'm doing fine' because no one has told him he isn't. Donât wait to be told, and donât wait to be asked.
Some of our schools have been involved in a survey carried out by Jonathan Black of the Oxford University Careers Service, and it is striking how the career gender gap can take hold even before women and men start applying for jobs. In a survey of Sixth Formers, 28% of boys had clear plans for their first job after university, compared with 22% of girls (although, I am happy to note, the figure for GDST girls was almost on a par with boys, at 27%). Boys are more self-confident about their personal prospects than girls. Girls and women tend to be more interested in working for a worthwhile cause, looking for security and a good work/life balance, than boys, while boys and men tend to be more interested in a high level of pay â although both sexes prioritise an intellectually challenging role. When considering applying for jobs, undergraduate women feel less confident than men. And itâs not because there are any differences in the abilities or the achievements of either sex.
Confidence is key â and it is something that for whatever reason is often an issue for girls and for women. American researchers recently produced a report called âThe confidence gapâ which showed that even the most senior women executives in American business were less confident than their male equivalents.
It is an oft-repeated truism that, in general, a woman wonât apply for a job unless she ticks all the requirements, whereas a man will often give it a go even if he only meets just over half the criteria.
Now, I know itâs not very useful for me to stand here and tell you to âjust be more confident!â What I can do to help is let you into a little secret: not everyone who acts confident actually feels confident.
And hereâs another one: if you pretend to be confident on the outside, nobody will know if inside you the butterflies of self-doubt are flapping themselves into a miniature hurricane.
Miriam GonzĂĄlez DurĂĄntez, a high-flying international lawyer who works hard to support her family and her husband, the Deputy Prime Minister, Nick Clegg, suggests that women adopt a âfake it until you make itâ approach.
You donât have to be an Oscar-nominated actress to do this. It comes with practice. Lots of you are good at drama and love acting. So in the workplace, or at that interview, you have to act being that confident, relaxed girl.
But I donât want to take an approach that just says, if women arenât succeeding, then this is a problem for those women, so those women have to change. Frankly, if women are to achieve as much as their male peers, many workplaces need to change for the better.
In an article in the FT last month, the journalist Harriet Agnew highlighted the sexism that too many women still experience in the financial sector. She also highlighted some of the ways that corporations are trying to change this toxic culture. Itâs not just about women changing their behaviour. Organisations and companies too need to step up, building on the understanding that women may need more feedback and more encouragement.
To my mind a proper appraisal system, which encourages bosses to tell women how well theyâre doing, is absolutely vital.
Role models are valuable too. I was lucky to work at Penguin Books when Marjorie Scardino was the chief executive of Pearson, and at the time the only woman Chief Executive in the FTSE100.
Itâs important to have visible women, like Marjorie, at the top of industries and organisations. It helps women lower down in the pecking order think âif she can make it, then so can Iâ.
Senior leaders do provide inspiring role models, but for some young women I know it can seem quite daunting to reach that level of success, so in my opinion we also need access to role models who are just one or two steps ahead of where we/you are now.
So as well as role models â high-flying women whoâve reached the top of their professions â we also aim to find you real models â women at an earlier stage of their career paths, who can share their experiences.
For example, a young woman who is at university or starting out on her career can make a good role model for sixth formers like you, someone in middle management can be a good role model for a young woman starting out on her career, and so on.
In our experience when we approach our alumnae to ask if they would be willing to help a younger woman, with careers advice, or work experience, they are more than happy to give their time and share their expertise.
I am also very aware that, in isolation, simply having more female role models and real models is not enough â we have to have a wide and diverse range of women to identify with. So when we think about role models and real models, itâs important not just to highlight the achievements of GDST alumnae like Sophie Raworth (my fellow book judge on the Baileyâs), but also Charlene White the newsreader, or Samira Ahmed the journalist and broadcaster; we need to talk about Indhu Rubasingham, the artistic director of the Tricycle Theatre, as well as Rosemary Squire, the co-founder of Ambassador Theatre Group; to refer to entrepreneurs like Emma Bridgewater and indeed Putney Highâs very own Aicha McKenzie, who was our 2013 Alumna of the Year. On this note, I must say it was great to see Bianca Miller from Sydenham High School make the final two in the most recent series of The Apprentice.
If I have to give you some advice â and itâs usually expected when someone like me is addressing younger women â I would say, firstly, to practice doing stuff you are unprepared for â like thinking on your feet and improvising. Women often like to be super-prepared, but in the workplace stuff happens that you simply can't be prepared for and you have to respond. Debating, improvised comedy, and similar experiences in schools all help with that. My second piece of advice is donât fear the fear â you need to understand that the fact that something scares you â be it making a speech, applying for a promotion, or asking for a rise â isn't a sign that you shouldn't do it â it is often a sign that you SHOULD. In the words of the famous book, feel the fear and do it anyway. In fact, I often think that a job where you donât feel seriously frightened about something you have to do once a week is possibly a job not worth doing.
Be prepared to take risks. Be brave. Psychologists have found that while there are very few verifiable psychological differences between men and women, one that does seem to be consistent is that men enjoy and seek out risk more than women. In publishing, risk taking is ingrained in what the business does. I remember at Penguin when we were offered the first Jamie Oliver cookbook â he was a friendly 22 year old with a TV series in the offing, and we really wanted the book. But we couldnât make the initial costings work. In the end we found a way to âfixâ the marketing spend so that it all came out as it should, and a multi-million pound career was born â in fact when I left Penguin he was almost a division of the company all by himself. But of course not every risk works: and of course, with risk, comes mistakes. Iâm glad I wasnât one of the eight publishers who turned down Harry Potter, but they are still explaining it to their colleagues, and themselves, even now. I would say that â when looking at young women who stand out from the crowd â a preparedness to take risks (whether to voice an opinion at a large meeting, to go against a crowd view, or to pitch with passion for a course of action) is one of the markers of future success. All the exams in the world wonât prepare you for the independent thinking you will have to do in the world of work. Remember, sheep don't get promoted. Itâs about being visible, being heard, developing your distinctive voice and approach. Donât wait to be asked.
Grace Hopper, an American who was a computing pioneer, as well as a Rear Admiral in the US Navy, is reputed to have said âIf it's a good idea, go ahead and do it. It's much easier to apologise than it is to get permission.â Donât wait to be asked.
There is a phenomenon called the tiara syndrome, which is the name given to some womenâs conviction that their work will be 'speak for itself' â that if she works hard, and does well, someone, somewhere will notice and pop a tiara on her head and say âgood jobâ. But in reality, you have to speak for your work â otherwise it, and you, wonât be noticed. Donât wait to be asked.
Put yourself forward. Willingly volunteer for any work that is offered; when youâre starting out, be prepared to work on weekends and evenings; pile in when there is a big group task. Make yourself indispensable.
Iâm sorry to say that, sometimes, workplace dynamics can make it harder for women. There are studies that suggest that in business meetings, women are more likely than men to be interrupted when theyâre speaking. And plenty of anecdotal evidence suggests that women will sometimes have their ideas dismissed which are then accepted when suggested a little later on by a male colleague. I once saw a brilliant cartoon in the New Yorker magazine, depicting the chairman of a board meeting saying âThatâs an excellent suggestion Miss Jones. Perhaps one of the men here would like to make it?â and itâs funny because all too often it is true.
If thereâs one thing I hope to help achieve in my role, and itâs something perhaps the other women speaking today can help with too, itâs to make owning your achievements â blowing your own trumpet â more socially acceptable for women. I get the feeling that part of the apparent lack of confidence that young women say they feel is actually because they still donât feel itâs socially acceptable to appear confident.
Itâs not far off from what the wonderful journalist Hadley Freedman calls âself-deprecating Touretteâsâ, or constantly putting yourself down or belittling your achievements. Itâs the impulse to say âI was luckyâ or âit wasnât really me it was a team effortâ or âI was just in the right place at the right timeâ â when actually the truth is that it wasnât just luck, you make your own luck, and it wasnât just the team, it was you too, and you didnât just happen to be in the right place at the right time, you made sure you were there and well-prepared for what was to come. Could you imagine a male leader saying any of those? Or, for that matter, any number of female leaders in politics or business or sport, Angela Merkel, or Karren Brady, or Jessica Ennis?
But again that is gradually changing, and as more women achieve positions of power and influence, people of both sexes become more used to seeing women exert that influence and power. I really hope that, by the time you are working, things will be different.
There are plenty of positive signs and reasons for optimism. As I mentioned before, women are doing better at every educational stage, at first jobs, at first management jobs; and the gender pay gap is slowly closing for the under 40s. If we can keep women in the workplace through their thirties, there is a chance that women will start to break the 20% barrier.
I will leave you with another great quote from Grace Hopper: âA ship in port is safe, but that is not what ships are for. Sail out to sea and do new things.â
[1] According to the recent CMI White Paper on Women in Leadership, at the junior level, 69 per cent of the executive workforce is female. However, just 40 per cent of department heads are female and only one in four chief executives (24 per cent)
[2] Non-cognitive Skills and the Gender Disparities in Test Scores and Teacher Assessments: Evidence from Primary School by Christopher Cornwell, David B. Mustard and Jessica Van Parys. Christopher Cornwell is a professor of economics at the University of Georgia. David B. Mustard is an associate professor of economics at the University of Georgia. Jessica Van Parys is an economics PhD student at Columbia University.
Feminism - a party where everyone's invited
By Helen Fraser, GDST Chief Executive
Iâm encouraged that the last couple of weeks have seen a focus on issues to do with women and feminism in the national media. Starting with the Sunâs decision to remove p3 â followed by a reversal, or was it?; the furore over the Oscar nominationsâ failure to acknowledge female talent which sparked a debate about diversity in the film industry; the comments made by cross-bench peer, Professor Alison Wolf, economist and the Sir Roy Griffiths Professor of Public Sector Management at Kingâs College London. Speaking at a Demos debate on feminism and family welfare, Baroness Wolf argued that rather than âobsessingâ about boardroom quotas and all-women shortlists, modern feminists should be speaking out for the millions of low-paid women propping up the service economy.
While it is hard not to sympathise with Baroness Wolfâs stance, I do also believe that until we address successfully the imbalance at the upper levels of every profession â from medicine, to academia, to politics, to business, between men and women, we will not be moving towards the fair and equal society that most people would like to see. Because progress towards equality in the boardroom has been so glacially slow, I am, and will remain, an unashamed advocate of quotas to bring about gender balance. Progress is being made â but much more with the appointment of women non-executive directors than with executive directors. But at the current rate of progress we could be well into the next century before our companies are run by equal numbers of men and women. Until we have parity among the decision-makers, how can we hope to improve the lives and life chances of the majority of women (and men)? If we donât raise awareness of inequality in the top echelons, how can we hope to affect change in wider society? Surely this is a battle that can and should be fought on several fronts at once? The so-called middle-class feminist elite, of whom Baroness Wolf was somewhat disparaging, have an important role to play when it comes to inspiring the next generation of aspirational women.
It has been really encouraging to see the courage with which women campaigners and journalists have tackled the issues of gender inequality. Caroline Criado-Perez fought tirelessly for women to be depicted on banknotes and in doing so, kept a focus on feminism and equality alive. There are brilliant young women journalists on every newspaper â of every political hue â who are writing provocative and thoughtful pieces about the dilemmas facing women today. Sometimes these stay online rather than make it to the print edition, but they are there if you look for them. Talking to these journalists, I feel that the battles that the feminists of the last century fought are far from won. There is still âeveryday sexismâ and there is still too often an unconscious bias in employment towards appointing âsomeone like meâ which in the upper echelons of business and politics usually means a man rather than a woman. It is still harder for women to ask for a rise or a promotion successfully, women are still less likely to apply for a job unless they feel they tick all the boxes, and you donât hear much about men in high positions suffering from âimposter syndromeâ. Intelligent and aware women (and men) need to continue to raise everyoneâs consciousness about gender unfairness. We all have a responsibility to tackle inequality whenever and wherever we find it.
Making (and breaking) their own rules â Womenâs Entrepreneurship Day celebrates fearless females
By Helen Fraser, GDST Chief Executive
Womenâs Entrepreneurship Day, which took place on Wednesday 19 November, is a celebration of female-owned businesses and the fearless women who lead them. Iâm grateful to Harriet Minter, head of Guardian Professionalâs Women in Leadership Initiative, for highlighting a couple of facts about women in business in her weekly newsletter:
Men are twice as likely to run their own business as women
When firm characteristics - size, sector, age, funding -Â are controlled for, women-owned firms outperform those owned by their male counterparts
While statistics suggest women start fewer businesses than men, those who do strike out on their own tend to be very good at it. Iâm minded to attribute this disparity to a phenomenon which continues to pervade the female psyche, namely fear of failure. From nagging doubts that a big idea is too risky, to well-meaning âadviceâ from friends to âstick to what youâre good atâ, itâs a wonder anyone chooses to go it alone.
It takes resilience and huge strength of character to pursue a path that bears no resemblance to the one others are following. Whether itâs turning a passion into a business or flipping a skill-set on its head to pursue something altogether more worthwhile, those women (and men) who choose to set their own agendas should be applauded for their bravery.
At GDST schools, girls arenât pushed into one profession or another, rather they are encouraged to pursue the life and career that is right for them, whatever that might be. If entrepreneurship is something that presents itself as a viable option, as it did for GDST alumnae Karen Easton, Emma Bridgewater and many others, I hope the resilience they developed at school will stand them in good stead as they carve their own path to the top.
Many of our schools are involved in the Young Enterprise Scheme which enables students to gain first-hand experience of setting up and running a business. They learn many practical skills along the way including how to write business plans and company reports as well as producing, selling and marketing products in school and more widely.
No-one is immune from âthe fearâ but developing a habit of accepting it, acknowledging its purpose and moving forward, is something everyone should be proud to embrace. As Marissa Meyer, CEO of Yahoo said: âIf you push through that feeling of being scared, that feeling of taking risk, amazing things can happen.â I couldnât agree more.
Ada Lovelace â a tech pioneer and still a relevant role model
By Helen Fraser, GDST Chief Executive
Yesterday (Tuesday 14 October) was Ada Lovelace Day, a celebration of the life and work of a remarkable mathematician who carved her own path in an almost exclusively male field. Born in 1815, Augusta Ada King, Countess of Lovelace, was chiefly known for her work on Charles Babbageâs early mechanical general-purpose computer, the âAnalytical Engineâ. Her notes on the engine include what is now recognised as the original algorithm and for this reason she is often described as the worldâs first computer programmer.
In honour of her achievements, I was pleased to attend Streatham & Clapham High Schoolâs very own Ada Lovelace celebration â an inspiring day of speeches, seminars and workshops, all designed to encourage girls to consider the potential of a career in technology. Professor Robert Winston kicked things off with some wondrous insights into the potential of the human mind and body to get everyone fired up for the day ahead. Then it was down to business with everything from coding to app development; networking to web design. Over 550 girls from across the GDST network were treated to a wealth of knowledge that will hopefully ignite a lifelong passion for tech.
The day was made all the more memorable by the attendance of HRH The Duke of York KG, who spoke to staff and pupils ahead of the launch of the Inspiring Digital Enterprise Award (iDEA), a scheme that supports young people to gain critical digital and entrepreneurial skills. The competition will run for a year with some incredible prizes available that will help turn young peopleâs brilliant ideas into reality.
Itâs great to have so much momentum building around science, technology, engineering and maths (STEM) subjects. Earlier in the year, the GDST was one of a number of organisations to sign up to the governmentâs national âYour Lifeâ campaign to increase participation in STEM amongst women.
Between May 2014 and May 2015 we have pledged to:
Appoint STEM subject champions to enhance collaboration between teachers in our schools in these subject areas
Offer careers advice that highlights the range, variety and appeal of STEM careers
Work with members of our 60,000-strong Alumnae Network to provide STEM role models and work experience for the girls in our schools
Seek to appoint individuals with STEM expertise to serve on our growing school governing boards
With the appointment of subject collaboration champions covering the sciences, maths and computing, the first overall pledge is already being accomplished. Many of the other elements such as careers advice and investing in STEM facilities, already take place as a matter of routine in our schools. We have also set up a STEM group within our Alumnae Network so it looks like weâll have a very positive story to tell next year.
As our own Director of Innovation & Learning, Kevin Stannard, pointed out, future generations will have to be tech-savvy if they are to compete in the fast-moving global economy. Thatâs why the three Rs need to be brought up to date so young people have the ability to use digital technology in a competent and critical way alongside the core subjects.
Like Ada Lovelace, young people should feel empowered to become the scientific pioneers of the future, setting the agenda and re-writing the rules when it comes to innovation and new technology. This is particularly exciting news for young women who really do have everything to play for in the digital age. I canât wait to see what the future brings.
âHaving it allâ is now the norm
By Helen Fraser, GDST Chief Executive
What do people mean when they say âhaving it allâ? In the context of women, their families and careers, Iâm afraid the undertone isnât particularly well hidden. The derisory tone with which the phrase is often uttered â by both sexes â highlights what is effectively viewed as a choice. You can either have children, or you can have a career, but forget about having both. The truth, as we all know, is that most women want to work and deserve the creative satisfaction and sense of achievement it can bring. They have been finding ways to navigate doing both for years and itâs out of date and misogynistic to call that âhaving it allâ.
As recently as the 1970s, high flying young women in the Foreign Office had to resign their jobs if they got married. Although the last fifty years has seen a woman prime minister in Margaret Thatcher, and the first CEO of a FTSE 100 company in Marjorie Scardino, many women working their way up major global companies still suffer setbacks and challenges because of their gender. Thatâs why Iâm calling for this outdated phrase to be abandoned in favour of opening up more opportunities so women can lead happy, fulfilled lives on their own terms.
This weekend I will be joining over 130 of the brightest Sixth Formers in our network at our annual Young Leadersâ Conference. Poised on the brink of their brilliant careers, these future leaders will be working in teams to design a marketing and fundraising strategy for one of four charities: The Childrenâs Society, Water Aid, The Eve Appeal and HFT Learning. Theyâll learn about teamwork, communication, negotiation, problem solving and financial management â all vital additions to their challenging academic curriculum. I sincerely hope none of these girls will think their potential has to be curtailed for the sake of starting a family.
All women deserve the opportunity to choose the path that is right for them. Rather than sacrifice opportunities, we should all be prepared to accommodate a range of circumstances to ensure their talents are used rather than wasted. I want to equip our girls to go out into the world prepared to confront these challenges and work their way up to leadership. In this day and age, is that really too much to ask?
You are not special â a timely message for us all
By Helen Fraser, GDST Chief Executive
US teacher, David McCullough Junior, caused a media flurry recently when his graduation speech to a group of high school students went viral. Speaking in July 2012, he bade farewell to his wide-eyed protĂŠgĂŠs with the immortal line, âDo not get the idea youâre anything special. Because youâre not.â The speech has since had more than two million hits on YouTube and Mr McCullough is about to publish a book on the same theme titled, âYou Are Not Specialâ.
His message attracted attention because on the surface it appeared to be the absolute antithesis of everything a teacher should be saying to his students. Rather than wishing them well, this seemingly negative critique of their lives to date drew people in because it offered an alternative perspective. Itâs a perspective that I think has a lot to say to teachers and parents today.
Children today can often be protected, not only from obvious threats to their safety, but also from experiencing failure or disappointment. Every head teacher I have spoken to recognises the 'wrapped in cotton wool' syndrome, and knows how some parents will fight to get their child a better part in the school play or a place on the school netball team. As a parent myself I sympathise with the desire to protect your child from unhappiness, but as I have seen my daughters become adults I have seen how vitally important resilience and grit is in their adult working lives. Â
The ability to experience a setback or rejection at work and come back fighting and positive is absolutely crucial. Starting adult life thinking "I am special" is never going to be a good starting point. "I can work hard and I am going to give this job everything and learn everything I can, from the bad bits as well as the good" is much more likely to be helpful. Carol Dweck, the US psychologist, has written about 'fixed mindset' ("I am clever", "I am special", or indeed "I am stupid") and 'growth mindset' ("if I work really hard at this difficult task I can become cleverer at it") and I find this such a useful way to think about both what happens in the classroom and what happens in working life.
In adult life things rarely if ever go according to plan. A flexible, 'bounce back' approach to the vicissitudes of life is so much more likely to lead to a productive and rewarding adult life than falling back on thinking "I'm special". I hope the students who heard David McCullough's speech took it to heart.