Fixing the Leaky Pipeline: Black, Minority Ethnic (BME) Women and Girls in the Built Environment Global Diversities and Inequalities Research Centre

This project aims to contribute to the sustainable growth of women in the Built Environment (BE) in the UK and South Africa by building an ecosystem that attracts, retains, and empowers women and girls through:

1. Early intervention and exposure to cultivate interest and confidence in BE subjects among Black, Minority Ethnic (BME) girls in primary and secondary education.
2. Pipeline support for transition into Higher Education (HE) to increase BME women's enrolment, employability and retention in BE-related HE programs by partnering with HE institutions and industry to create targeted training and mentorship programs that empower BME women to succeed in BE HE programs.
3. Collaboration with government agencies such as the Council for the Built Environment (CBE) to advocate for reforms that promote inclusive workplace cultures, improved job hiring, promotion pathways and leadership development opportunities to support the recruitment, retention, and advancement of BME women.
4. Research Collaboration and Knowledge Exchange between the UK and South Africa to generate new knowledge and address shared challenges.

The partners adopt a lifecycle-intersectional approach to addressing the complex barriers BME women and girls face in South Africa, and challenges gender-restrictive practices that impede progression throughout their journey from early education to career advancement. We expose the limitations of current thinking and contribute new knowledge to the limited efforts exploring the trajectories and unique challenges for women in the BE. The project will elevate the conversation about gender equality among BE stakeholders, fostering a gender-transformative approach that actively advances gender interests and needs in education and the industry.

The Built Environment (BE) gender gap in South Africa is commonly described as a “leaky pipeline” problem, where women leave BE-related disciplines (Architecture, Engineering and Construction) in increasing numbers over time. This phenomenon implies that BE’s gender gap “pipeline problem” is a dearth of female talent and interest in pursuing BE careers. Gendered social norms perpetuate the idea that men and boys are “naturally” more adept and better suited for BE careers than girls and women. Gatekeepers and influencers – including parents, schools, and managers – can also exacerbate these pressures. Numerous studies reveal that most parents think BE careers are more suited for boys than girls and are more likely to encourage their boys to study BE subjects

Studies of Black South African girls have demonstrated that loss of interest in BE subjects begin as early as the age 10, as girls begin perceiving BE careers as male-dominated and become convinced that they are naturally less intelligent in BE-related subjects. When such perceptions persist, they tend to diminish the retention and advancement of women in the BE industry, particularly when they are coupled with gender-blind workplace or public policies or with casual and systemic discrimination.

The project's primary focus on Black and minority ethnic women and girls constitutes a significant step towards redressing the gender and socio-economic imbalances prevalent in South Africa's Built Environment sector. This underrepresentation is particularly pronounced within the Faculty of Engineering and the Built Environment at the University of Johannesburg (UJ), where girls account for only one-third of the total student population of 9,765. Such statistics underscore the urgent need for initiatives to increase female participation and progression in the Built Environment.

Furthermore, the project's alignment with South Africa's quintile system for categorizing schools is noteworthy. With 41.1% of enrolled students at the University of Johannesburg originating from Quintile 1 and 2 high schools – indicative of the nation's most impoverished learning institutions – the project directly addresses socio-economic disparities. By targeting BME girls, the initiative can potentially positively impact their lives and career trajectories.

The project's primary focus on providing early exposure to BE subjects will increase participants' interest and empower them to pursue BE through the skills training and access to role models offered in the project. With a significant proportion of UJ's Built Environment students coming from low socio-economic backgrounds, focusing on BME girls from disadvantaged backgrounds has the potential to contribute to their upward mobility and economic empowerment.

The project will provide accessible learning opportunities, such as workshops, training programs and networking opportunities in underserved communities, to ensure that women and girls from all backgrounds have equal access to resources and support and can navigate the industry and overcome any specific challenges they face.

Anticipated outputs are as follows:

1. An interactive map of existing BE gender equality social movements and networks, in South Africa, assessing strengths, weaknesses and identifying gaps and opportunities.
2. A Lifecycle-Intersectional toolkit for women and girls in the BE.
3. A BE Higher Education workbook in multiple languages, for high school girls and their caregivers to serve as a resource and guidance to simplify their path to HE.
4. A portrait sketch art exhibition project showcasing women role models in the Built Environment profession.
5. Collaborative workshop in South Africa with girls and their caregivers to showcase diverse career opportunities and evoke interest in the BE.
6. Skills and capacity-building training to equip high school learners interested in BE-related subjects with practical BE skills and knowledge.