Across the OECD, labour markets continue to be heavily segmented by gender. In the absence of strong practical considerations, many areas of employment are dominated by one gender, causing gender-related economic inequalities and skills shortages, notably in professions related to Information Technology, STEM, teaching and nursing. Perceptions of what is acceptable in terms of employment also constrain opportunities available to young people in their search for fulfilling employment. The gendered segmentation of the labour market relates in part to the attitudes and aspirations of young people themselves. From as young as five, OECD research (OECD, 2021[1]) shows that girls and especially boys express narrow career interests that are strongly linked to their gender. Such gendered career thinking continues through adolescence (OECD, 2023[2]), influencing the educational choices and career ambitions of young people. Initiatives have been undertaken across OECD countries to challenge gender stereotypical thinking, notably with regard to encouraging and enabling the greater participation of girls and young women in STEM subjects and occupations.
BREAK!, Estonia – Iceland and Lithuania
Abstract
Project BREAK! is a joint initiative of Estonia, Iceland and Lithuania, developed from 2017‑19 and supported by EU funding. It was designed to challenge gender stereotypical career thinking through a multi-layered programme of activities undertaken both within and outside of schooling. At the heart of BREAK! is an eight-episode television show (‘Why not?’) which follows the personal stories of characters considering atypical career routes. A radio show and videos exploring questions of labour market segmentation and gender stereotyping were also produced alongside an interactive game “Kahoot!” (MsHaleKCIS, 2024[3]). Guidelines help career advisors within schools to draw on these resources to encourage students to take a critical perspective in considering gender-related attitudes and assumptions (for both genders) which might seem self-evident but reflect socially structured norms and perspectives. Students are sensitively helped to critically investigate the role that gender plays in shaping career outcomes in light of their own interests and ambitions.
An evaluation of BREAK! undertaken by the University of Tallinn drew on surveys, interviews and student diaries to understand how young people and adults responded to the initiative. The evaluation concluded that watching the TV series, of which 40% of Estonians were aware, in particular helped young people to feel more confident and better placed to pursue their own goals and support others. The initiative was also seen to support more professional approaches by teachers and career counsellors in addressing the topic, being better equipped with appropriate learning materials to engage with students and challenge their own assumptions which may not have previously been critically considered. Other adults, including parents, were also seen to reflect on previously held assumptions.
This practice also supports the implementation of provision II.8 of the OECD Recommendation on Creating Better Opportunities for Young People (OECD, 2022[4]).
Further reading
[3] MsHaleKCIS (2024), Gender Roles and Stereotypes, https://embed.kahoot.it/aee73f40-0542-42ec-abff-8710d7c98691.
[2] OECD (2023), Joining Forces for Gender Equality: What is Holding us Back?, OECD Publishing, Paris, https://doi.org/10.1787/67d48024-en.
[4] OECD (2022), Recommendation of the Council on Creating Better Opportunities for Young People, https://legalinstruments.oecd.org/en/instruments/OECD-LEGAL-0474.
[1] OECD (2021), The Future at Five: Gendered Aspirations of Five-Year-Olds, OECD, Paris, https://issuu.com/oecd.publishing/docs/future-at-five-gendered-aspirations-five-year-olds.
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