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Women Industrial Designers from University to Workplace

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Women Industrial Designers from University to Workplace WHERE ARE THE WOMEN? WOMEN INDUSTRIAL DESIGNERS FROM UNIVERSITY TO WORKPLACE Catherine Anne Lockhart BA(Design) SCA GradCertHEd UTS Submitted in fulfilment of the requirements for the degree of Doctor of Philosophy Creative Industries Faculty Queensland University of Technology 2016 Keywords design career, design education, design profession, entrepreneurship, female graduate, hurdles model, industrial design, women Where are the women? Women industrial designers from university to workplace i Abstract This thesis explores the experience of being a woman industrial designer, from her circumstances and motivations to study industrial design (simply defined as the creative activity of designing objects, processes or services), through graduation from university and to professional life. It comprises an analysis of in-depth interviews with 19 female graduates from the industrial design course at the University of Technology Sydney (Australia), and a public exhibition of both their work and their reflections on being female designers. Conceptually, this thesis draws on a theoretical model developed specifically with designers; namely, Bruce and Lewis’s (1990) model which identifies three hurdles: the completion of a design degree, getting a design job and obtaining success. As this model was developed over two decades ago, this thesis explores whether these (or any other) barriers were still relevant for female Australian industrial designers. The central research question is: how do Australian women experience their design education and career paths? The first three papers focus on women’s experience of the first of Bruce and Lewis’s hurdles: the completion of a design degree. Paper 1 (Chapter 4) documents why these women chose to enrol in an industrial design degree, with all describing a strong desire to design and ‘make things’ from early childhood. Typically, their parents worked in design-orientated careers (as architects, builders and designers) and supported their childhood aptitude for and interest in design. Industrial design was often a serendipitous choice, with half identifying the university’s admission guide as the main information source. Papers 2 (Chapter 5) and 3 (Chapter 6) highlight how, overall, design education at university was generally a positive experience. As the primary learning environment, the design studio fostered skills and confidence in design thinking, creative problem solving and communication. The workshop, for the making of models and prototypes, was initially seen negatively as a foreign, gendered, noisy and dusty environment, with assignments also often gendered and ‘easier’ for their male peers (for example, designing car-jacks or power tools). The self-directed, major project in ii Where are the women? Women industrial designers from university to workplace the final year of the degree was seen as a highlight, enabling the women to demonstrate mastery of skills required to be a professional designer in a chosen project area that often also provided valued industry networking opportunities. Paper 4 (Chapter 7) focused focuses on the second and third hurdles: getting a design job and becoming a success. Most of the women drew on networks and networking to secure their first jobs, particularly through their final year self-directed major project. Yet, like many graduates, entering the profession is where these female graduates encountered the highest hurdle: although they graduated with portfolios and skill levels equivalent to those of the men, these women felt that potential employers scrutinised them more negatively and appeared to evaluate their work differently. Unfortunately, just over half felt that the ‘glass ceiling’ remained in their workplace, describing sexism, male gate-keeping and stereotypical perceptions of their skills and abilities. They battled an underlying assumption that women are less able to make and produce the models required by this three dimensional, traditionally masculine design discipline: as one explained, ‘I think you have got to be quite strong, because I found it's a massive boys' club.’` For many, the contemporary workplace (with its inherent sexism and restrictive 9am to 5pm hours) did not meet their lifestyle needs, particularly when they started families. In response, nearly half (42%) embraced their creative passion and entrepreneurial spirit to start their own design businesses - designing, manufacturing and marketing a diverse range of products, from eyewear, jewellery and accessories, headphones and footwear to furniture and lighting. Thus, this paper identifies a new additional fourth hurdle, labeled: Redefining Success. Although the data highlighted a range of experiences, overall, it supported Bruce and Lewis’s (1990) three hurdle model; the critical addition of a fourth hurdle illustrates how contemporary female designers are redefining what success means for them in their workplaces. They are embracing entrepreneurship as a means of creating and maintaining their passion for design, yet ensuring that their careers fit in with their lifestyle preferences. Based on these findings, I identify and discuss the limitations and implications of this research, for designers, educators, the profession and wider society. Where are the women? Women industrial designers from university to workplace iii List of Publications Lockhart, C. & Miller, E. (accepted 12/05/14). Destined to design? How and why Australian women choose to study industrial design. The International Journal of Art & Design Education, in press. Lockhart, C. & Miller, E. 2015. Studying industrial design: Exploring the experience of female students. Industrial Design Educators Network (3): 11 - 25. Lockhart, C. & Miller, E. 2015, 'Women's experience of industrial design education: what worked, what didn't and where to in the future', paper presented to the ACUADS Conference 2014: The future of the discipline, Melbourne Victoria, 2 - 3 October 2014. Lockhart, C. & Miller, E., ‘How do women designers succeed in the workplace? Getting in and getting on’ this paper is unpublished, currently it is under review. iv Where are the women? Women industrial designers from university to workplace Table of Contents Keywords ................................................................................................................................... i Abstract .................................................................................................................................... ii List of Publications…………………………………………………………………………...iv Table of Contents ...................................................................................................................... v List of Figures……………………………………………………………………………….vii List of Tables…………………….…………………………………………………………viii Statement of Original Authorship ............................................................................................. x Acknowledgements .................................................................................................................. xi Chapter 1: Introduction ....................................................................................... 1 1.1 Background – women in design ....................................................................................... 2 1.2 Women in Industrial Design – identifying the hurdles .................................................... 4 1.2.1 The first hurdle: qualifications ............................................................................. 5 1.2.2 The second hurdle: getting the first job ................................................................ 5 1.2.3 The third hurdle: success, promotion and awards ................................................ 6 1.3 Research question and aims ............................................................................................. 6 1.3.1 Scope .................................................................................................................... 7 1.3.2 Thesis Structure .................................................................................................... 7 Chapter 2: Literature Review ........................................................................... 11 Women .................................................................................................................................... 12 2.1 Gender theories: deficit theory, dominance theory, and difference theory .................... 15 2.2 The leaky pipeline .......................................................................................................... 16 2.3 Social-cognitive career theory (SCCT) .......................................................................... 17 2.4 Career path influences – society, family and teachers ................................................... 18 Women in non-traditional disciplines ..................................................................................... 20 2.5 Medicine ........................................................................................................................ 21 2.6 Science and mathematics ............................................................................................... 22 2.7 Engineering .................................................................................................................... 24 2.8 Information technology .................................................................................................. 26 2.9 Architecture ..................................................................................................................
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