Region’s profile

The occupational segregation between men and women observed in Gaspésie-Îles-de-la-Madeleine is strongly influenced by gender stereotypes. Looking at the results of the 2021 census, regarding employment in traditionally male-dominated fields, we see that “fewer women than men work in trades, transport, machinery and related sectors (2.0% compared to 31.8%). […] Women are also less numerous in manufacturing and public utilities (3.2% versus 8.8%), natural and applied sciences and related fields (1.8% versus 6.0%), and natural resources, agriculture and related production (1.8% versus 11.4%). Similarly, nearly twice as many men (1.9%) as women (0.8%) are members of the legislature or senior managers.92” 

In traditionally male-dominated occupations (construction, mechanics, transport, heavy trades, fishing), the proportion of men is extremely high, often exceeding 90% of the workforce in these professions in 2015. In 2021, women in the region accounted for only 6% of workers in the “Trades, transport, machinery, operators and related occupations” job group and 13% of workers in “Natural resources, agriculture and related production”. 

Young women who embark on a course of study in a traditionally male-dominated field therefore often have little to no female role models to look up to in the workplace, and this is often also the case among teaching staff.

Impacts on women

Women in traditionally male-dominated jobs are often very isolated and experience a great deal of harassment, both physical and psychological, as well as sexist and sexual. They bear the burden of integrating and remaining in employment alone. The Conseil d’intervention pour l’accès des femmes au travail (CIAFT) estimates that 50% of women remain in male-dominated environments where no adjustments were made when they arrived and where women bear the burden of integration alone93. 

More specifically, women and gender-diverse people face multiple barriers when studying in traditionally male-dominated programs. Even before entering the program, they may face judgement from others about their career choice and must answer to sexist comments or questions. 

In their studying environment, they may experience differential treatment based on their gender, both from their classmates and from teaching staff, causing them to feel like imposters and under constant pressure to prove themselves. In some environments, this differential treatment is amplified by deep-rooted prejudices and systemic discrimination against women. 

Their minority status leads many female students to experience isolation and the contrast effect, whereby the presence of someone who is different is more noticeable than that of someone with more typical characteristics. This leads many female students to feel that they are constantly being watched.  

The gender division of labour in practical work, teamwork and internships prevents female students from developing all the skills they should be developing because more traditionally male tasks are assigned to their male colleagues or because the latter assign them to themselves. 

In several traditionally male-dominated fields, physical strength is still highly valued, even though many safer tools and work methods are available, making many tasks require less physical strength. In addition, differences between women and men are generally exaggerated. Not all men are stronger than all women, even though, on average, men are stronger than women. In an environment where physical strength is constantly valued and where alternative working methods are not taught, a woman may mistakenly believe that she will never be able to perform. 

The culture of a professional environment is also cited as a key factor in integration difficulties. Professional cultures in traditionally male-dominated environments are strongly gendered, leading many women to adopt masculine, even misogynistic, behaviours to fit into their study or work environment. 

Finally, family responsibilities can further hinder the academic success of female students who are also mothers, and this situation can make the transition from education to employment more difficult, as discrimination in hiring unfortunately remains prevalent and work-life balance measures are still uncommon in male-dominated companies.

Possible solutions

Educational institutions can implement several solutions to reduce the obstacles faced by female students. An initial measure is, of course, for teaching staff to learn about the realities experienced by female students and to sharpen their feminist analysis. This will enable teachers to better understand gender dynamics and intervene appropriately when they perceive, for example, sexist “jokes” or comments, a sexual division of labour, a female student experiencing imposter syndrome, etc. 

There are very few support networks among female students, and they are difficult to maintain, particularly in a sparsely populated region such as Gaspésie-Îles-de-la-Madeleine, where many women often find themselves as the “only one” in their program. The idea that women “must take their place” is still widespread, ignoring the systemic and institutional barriers they face. It is strongly recommended, following the example of Plein air au féminin (PAF) and Femmes Fières en Foresterie (FFF) at the Gaspé college campus, to create and support such safe spaces to promote the inclusion of all. 

Work can also be done at the institutional level to strengthen and make policies for preventing sexual harassment and violence more accessible and better known. Specific procedures for welcoming female students can be put in place, as well as plans for transitioning from CEGEP to the workplace.