Gender Preferences and Science Career Choice

Home , Sixth form

After the presentation of the best-practice 1. Introduction projects we will discuss their approaches and results. There are possibly contributions and The choice of an occupation or career is an experiences from other countries working with important decision for every school Ie aver. At the mentioned age groups. We are interested in the end of compulsory schooling, students decide getting information about their proceedings and whether they want to start working or further previous results. their education. Vocational choice is the Last but not least, we would like to set up outcome of a synthesis of factors. This study criteria for improving teaching methods with focuses on the role of science education m regards to gender aspects. influencing the choice of a science career.

Keywords. Gender, Hands-on Science. The total number of students at the University of Malta and the number of undergraduate students following science courses have Gender Preferences and Science increased by 34% from 1995 to 2003. According Career Choice to the Labour Force survey, (March 2001), graduate employees in science related Claire Micallef1 and Suzanne Gatt2 professions make up 12% of the total number of 1 St. Monica School Gzira, Malta. professional employees in Malta. Moreover, 2 Department of Primary Education, Faculty compared to other countries, (Science and of Education, University of Malta. Malta. Engineering Indicators, 2002), Malta ranks [email protected]; among the countries which produce the smallest [email protected] percentage of science graduates. The faculty with the largest student population at the Abstract. Statistics show that the percentage University of Malta during the academic year number of females in science courses at the 2002/03 was the Faculty of Economics, University of Malta is low when compared to Management and Accounts (FEMA), with 24.6% other undergraduate courses. The ratio of males of the total student population. During the same to females varies according to the science academic year, undergraduates in science-related undergraduate course. This paper aims to courses made up only 17.6% (1,569 out of 8,920 identify reasons for gender differences in science University students, 57% males and 43% undergraduate courses, lecturing staff and females). This is a low percentage compared to employees in science related professions. A other countries (except for Norway and New questionnaire was addressed to two hundred and Zealand), Table 1, with Malta ranking among twenty three (223) undergraduate students those countries producing the least number of following science related courses at the science professionals. University of Malta. They were asked about their experience of science at Primary, Secondary and F' n 1 unh't1"u.;· d~ ff>e5 &, nl~ o11if'll u nj\'~ &lJ't ~f ";M .& Sc;IMC~ & E' 'IO' M A found to be the key factor that determines the t :-::; ·, ,-Tt. :;~'\ -'~i/'-'-' decision in whether to pursue a science career or not. No gender difference was found to be statistically significant in this regard. Based on these [mdings, suggestions are made about how to improve science education with a view of increasing the number of students, both male and ~ ·.f female, following a science career.

Keywords. Gender Preferences, Science Career.

The Labour Force Survey, March 2002 reveals that at the end of September 2001, the

648 3rd International Conference on Hands-on Science Women & Science © 2006 H-Sci ISBN 989 9509 50 7 labour supply totalled 144,692 of which 1969 i.e. amount of publicity, promotion and exposure to 1A %, were found to be graduate employees in science in order to engage in such a job. science related professions. This is also The aim of this paper is to identify gender considerably low when compared to the differences in science-related courses at the proportion of students for the 12 European University of Malta. It also reports results of a Member States in 1992/93 (Key data on survey conducted among science undergraduates Education in the European Union, 1996), Table about their interest in a science career. In view of 2. These statistics show that there is need for these [mdings, actions that need to be taken in more science graduates in Malta. order to attract more students, particularly females, to science are proposed.

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I~" il (;ji ~; II!..! .. I ,\j., .\1 " H ,,' I. !;.: The under representation of women in \,1 ••• _, science, sex differences in interests and achievements have been the springboard to a : ...' wide range of research in gender and science education. Sex differentiation holds its roots to school, the 'hidden' and overt curriculum apart The December 2004 labour force figures from social interactions in the wider context of published by the National Office of Statistics society. through the labour force survey indicate that the Science is perceived as a male domain in females who are working or willing to work schools. Harding (1996) argues that school within the economy as a percentage of the total science becomes masculinised through: the females of working age is still 30.6% compared predominance of males working in science; the to the 60% by 2010 target set in the Lisbon way science is 'packaged' for teaching and Convention of the European Union. learning; classroom interactions which reinforce Progress in education depends on stereotyped expectations and the way science government's investment. In 2001, the Maltese itself is conceived and practised. Another government invested 7.3 million of its capital disadvantage to females, documented in the expenditure and 46.6 million of its recurrent AAUW report (1992) states that, in America's expenditure in education. (Consolidated fund schools, girls receive an inferior education to account for 2001). With respect to science boys in terms of the amount of attention given in education, the Prime Minister stated that "unless the classroom. Thus teachers should be the country continues to invest heavily in this responsible to eradicate any issues which might sector, it will not only lose the momentum it has reserve the association of particular subjects to established in a variety of economic and social one sex only. Instead they should provide fields, but will undergo a systematic process of opportunities for girls "to participate in science deterioration, leading to economic dependence", as women, rather than substitute men", (Gilbert, Fenech Adami (1996). The shadow minister, 2001). Bartolo (2001), reinforces this initiative by Vlaeminke et al. (1997) mention the saying that if Maltese citizens leave school contextual, cooperative and student-centred without an adequate scientific literacy, Malta curriculum as being more compatible with runs the risk of falling behind in the 21 st century. femininity. Females attune more to science in a Overall, there is a demand for science social context. According to Head (1985) and professionals in Malta. The Employment Harding (1996), they seek humanisation aspects Barometer Survey 2002, indicates a shortage of and applications. mechanical engineers. The statistic is based on The responsibility for the limited number of the unemployment figures for April 2002 and on girls choosing science should not only be the demand of employers during the same peliod. attributed to the curriculum. Kelly (1981) proves In addition to graduate professionals, our society that boys liked science more than girls. In also needs employees in the industrial, technical addition to this, both sexes differ in their and health related areas which support preferences within science subjects. In a Maltese professionals and who also call for a certain study Ventura (1992) reveals that "girls avoid

649 Women & Science 3rd International Conference on Hands-on Science © 2006 H-Sci ISBN 989 9509 50 7 careers in engineering and technology for which procedural knowledge. These differences mathematics is compulsory, and prefer careers in are in favour of boys for physics contexts medicine and related subjects instead."(p.12). such as mechanics and earth and space, These findings, in no way imply that females are and in favour of females for human inferior to males or are incompetent in science. biology. A consideration of the processes In fact, Ventura found that at secondary level, used would suggest that it is the depth of girls, peIform better than boys in science processing of information that is the examinations. As Kelly (1981) claims that critical factor ". despite getting good grades, girls are not (Bell, 2001, p. 484) accepting the physical and mathematical Education and gender do not progress in a SCIences. vacuum but in the context of society at large and The gender gap due to performance in science in smaller nuclei such as the family. Bell (2001) and mathematics becomes wider as age considers activities out of school accountable for increases. Various research works suggest that different performances. He attributes the gender sex differences in scholastic attainment tend to differences mentioned above to the activities in emerge clearly and consistently after the age of which boys and girls prefer to engage and the eleven. Gafni and Beller (1996) assessed the environments made available to them by parents peIformance of 3,300 pupils (aged 9 - 13) from and by peers. 110 different schools and, found that boys' Various researchers claim that single-sex performance was on average better than girls schools and classrooms create less gender-related across all participating countries. In Malta, Gatt stumbling blocks than in the case of co (2002) found that although no gender differences education. However, others debate that when were obtained for the overall grade, girls elements of good education are present, girls and outperformed boys significantly in the boys succeed, irrespective of whether they are in coursework aspect of the national certification single or mixed schooling. The AAUW (2000) system. comments that "while we can draw lessons from Boys and girls differ in their interest for single-sex educational experiments, we must science and the confidence and relevance they continue to improve co-education so that all attribute to the subj ect. Though a lot of research students benefit". has been carried out in the attempt to find gender Although small in numbers and many drops differences in children's performances, out from pursuing a career in science, women researchers like Robertson (1987) express the have shown to be competent in this area of opinion that "there are more similarities than science. Etzkowiz et al. (2000) compare the differences between the performances of girls decreasing number of women in science to a and boys". In his research, this was particularly pipeline. so in the case of practical laboratory tasks. "Women pass along a pipe that leaks at Camilleri (2002) found that in the case of 16 every joint along its span, a pipe that year olds, there are no significant gender begins with a high pressure surge ofyoung differences in the performance of Matriculation women at the source ... and ends at the Secondary Education (SEC) examinations (held spigot with a trickle of women prominent in May 2001) except in Maltese and Physics. enough to be deans or department

Girls perform significantly better in Maltese heads ... JJ whereas boys outperform girls in Physics. Etzkowiz et al. (2000) Camilleri further argues that the effect of gender on school attainment is almost insignificant since 3. Aims and objectives out of 4 examinable subjects, one of which was Mathematics, only Maltese and Physics revealed The main aim of this study was to look at the gender differences. A similar foreign study numbers of female scientists and female students about the performance of 16-year olds by Bell in science-related undergraduate level courses (200 1) specifies the cognitive areas in which and to identify those factors that share a both sexes differ. contribution in the decision to pursue a science "Gender differences exist in question parts career at Tertiary level. that only involve the retrieval of The specific objectives of the study included: declarative knowledge and not the use of

1. Reviewing statistics on number of female Analysis of student statlstlcs show that, students attending science-related courses at overall, the number of females following science the University of Malta; courses at tertiary level has increased by 5% 2. Identifying the factors, among probed between 2001 and 2003. However, males and influences (personal, family, school) which females differ in their preferences. From promote the choice of a science course 1 statistics, females predominate in Health Care career and whether boys and girls are affected ' courses, mainly Pharmacy, Nursing, differently; Environmental Health, Physiotherapy and 3. Studying the degree of influence of the Radiography courses. Engineering and educational system on the choice of a science Architecture courses remain a male domain. career and if there are gender differences with With regards to the other science related courses, respect to school influence; and the presence of females is noticeable, (Table 3). 4. Identifying the point at which boys and girls decide to take up a science career. For the academic year 2002/3, the total student population at the University of Malta had 4. Method of research a predominance of males over females in Engineering and Architecture courses. Females The method of research was divided in two predominated in the Pharmacy, Education and parts. The first included an analysis of the Health courses. The number of males and statistics of students and staff at the University of females found Medicine, Science and Dentistry Malta. This data was supplied by the University courses was approximately the same. of Malta administration. The second part of the Females predominate in Pharmacy and Health research was based on a questionnaire with courses because they are more interested in university students following an honours science biological sciences than in the physical sciences course. A sample size of 223 respondents, (Peltz, 1990). In addition, convenient working stratified to represent the actual ratio of students hours are perceived to be more appropriate for in the different science courses, was obtained. potential working mothers and thus have an This made up approximately 17% of the total influence on the number of females in the number of students in each of the following Education course. science related honours degree courses: Bachelor The number of female science graduates has in Science, Education, Engineering, Architecture, increased these last few years, however when Nursing, Environmental Health, Dentistry, compared to other countries, Malta still Pharmacy and Medicine. Ninety-five percent produces the lowest number of female scientists (95%) responded to the questionnaire of which per capita: Approximately 70 female science 47% were females and 53% males. graduates 1 100,000 persons in the labour force aged between 25 to 34 years, as opposed to 460 5. Analysis and discussion of results male science graduates 1 100,000 persons, (OECD, 1996). Thus, the government has the 5.1. Analysis of University Statistics responsibility of providing initiatives aimed at attracting women to science, engineering and

Table 3:. Undotgmdu,tdo studeo1s In SCicfioc·reiilh:,.'1:f CoUrSClli technology and providing an environment that cfsssifie

Y~·.H ",".t G\'I'II.!<.'r ('[)tRSE ll1n. 11101 lOin fable 4,. lech.lrLog staff classified by \1 T V T ',,1 T JfT t'T Faculty and Gem:Jer, 1.999 m2000. IU:,.~A. i,lj l~ " ~ i ~(; r~ h~ ~.~ 6~ J,l ILEIlil:~ S:; I" "1-{ ~I '" (,.J~:! JlL lIJ r FlIl~ulty <'ri. ;\hth-

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The problem lies with the quantity of from church secondary schools. This study graduate women who for some reason do not showed that a relatively greater number of make it to high academic posts. An under students attended church rather than independent representation of female scientists at senior level schools. These results suggest that parents tend is a proof. In the case of University staff, it was to perceive church schools as providers of a found that at present, there are only two Maltese selective, motivating, social group to their female professors at the University of Malta, and children at an affordable expense when they are both in science-related faculties. The compared to private schools. One should also number of female lecturers is highly inferior to keep in mind that whereas entry into boys' that of males except for the Institute of Health Church school is through a competitive entrance Care where females outweigh males by 18% examination, this is not the case for girls. This (Table 4) shows that it is not only the case of Church schools having better achievers, but for the 5.2. Questionnaire responses possibility that these schools tend to promote the science option in both boys' and girls' schools. Based on the responses obtained, this part of In addition, Church schools tend to favour the study showed that there are no gender females' choice of science as they are single-sex differences in the enjoyment of science, the time schools. Ormerod (1975) demonstrated that at which students make their decision to follow a fewer girls opt for science in coeducational science career and the degree of influence that schools than in girls' schools. Primary and Secondary science have on the Post-Secondary state education in Malta choice of a career. X2 tests of variables known as the Junior College, hosts most of the conducted across gender were found to be students because of the limited number of private statistically insignificant. Therefore, factors and church sixth forms available in Malta. which students consider influential on their Nonetheless, the number of respondents from science career choice tend to be the same for church sixth forms was quite high. Selectivity in males as for females. This means that there are the admission of students to church and state no gender differences between those who choose sixth forms plays an important role in the results science. This does not rule out the existence of obtained. Selecting best achievers contributes to gender differences between the number of boys have a large percentage furthering their attracted to science to that of girls. As the education at tertiary level. Gatt (2004) also statistics in the first part show, significantly reveals that the majority of students from Church fewer females are attracted to particular science Primary and Secondary schools tend to follow courses. The following sections outline those general Post-Secondary education rather than the aspects of science that have attracted boys and vocational stream. girls in the same way. Considering the limited number of places in church Sixth forms compared to the state Junior 5.3. Type of school attended college, Higher Secondary and Prevocational school, the number of University students from Most of the respondents came from church church sixth forms is quite high. This is not schools at Primary and Secondary levels necessarily because Church schools provide followed by state education at Sixth form. The better instruction but because the best students schools which produce most science are admitted. Places are few whereas the demand professionals in Malta are church schools. When is high. considering that church schools cater for the education of only 30% of children in Malta, their 5.4. Science as an enj oyable experience contribution to promoting science-related career is significant. This may be the result of fewer Respondents, boys and girls, enjoyed science subject options available in these schools; the lessons at all levels of schooling. They enjoyed effort of guidance teachers to channel clever science lessons mosily at primary level. students to science; or the fact that church However, for both genders, this decreased as schools in Malta are single-sex schools. students proceeded from Primary, to Secondary, Gatt (2003), reveals that 97% of students to Sixth form. The perception of science being a attending a church postsecondary school come subject to one's liking at Primary level turns out

652 3rd International Conference on Hands-on Science Women & Science © 2006 H-Sci ISBN 989 9509 50 7 to be less enjoyable as it is studied more results. Most science-related courses for the formally. Camilleri (1999) reveals that positive academic year 200212003 required an Advanced attitudes towards science decline from Primary to level pass at Grade C or better in one or two Secondary. The decline in interest is found to be science subjects, (Special course requirements, sharper in science than in other subjects (Gardner 2002). On the other hand, Medicine was the 1985). Students who claimed that they enjoyed most demanding. To be eligible, students have science less from Primary to Postsecondary are to obtain passes at Grade B or better in Biology those students who in fact chose a science career and Chemistry. and therefore those who are expected to be A very small number of students decided interested in the subject more than others. This upon their career before first fostering an interest is particularly worrying as one need to look at in science related careers. These were mainly those students who were turned off science and respondents that stated a first interest in science did not opt for it, particularly in the case of girls. at primary level. Career decisions taken at There is a relationship between the degree of Primary level are weak and tend to be irrelevant enjoyment of science at Sixth form and the to career decision making. There is consistency undergraduate course followed. Most students in the results obtained, i.e. that first interest in expressed a high level of enj oyment of science at science mainly takes place at secondary school post-secondary level. However, differences did level, while the actual decision, to follow a not emerge between the different genders but particular course/career, is made just before between the different courses frequented. admission to University. Ginzberg (1972) shows Science at Sixth form appears to be significantly that realistic career decisions are often made enjoyed mostly by Education, Science, between the age of 18 and 25, when individuals Engineering, Medicine, Pharmacy and slightly dissociate themselves from their fantasies about less by Architecture and Health Care students. careers and make more pragmatic decisions. Dentistry students enjoyed science least at Sixth This depicts subject choice, at Secondary level form level. Education and Science students (age 13/14) as being too early. specialising in science subjects, are the students who showed the greatest degree of enjoyment. 5.6. Factors determining science-career On the other hand, Dentistry students might have choice perceived science as just a stepping stone to the career they aspired for. Therefore students who When students were asked to identify factors mostly enjoy science at Post Secondary level influencing their decision to follow their tend to choose courses which provide the particular course/career, the predominantly opportunity to study the pure science (B.Sc. and influencing factors mentioned were: B.Ed.). With the slight decrease in enjoyment, a) personal interest in science (58%); students opt for applied science University b) feeling good at science subjects (47%); and courses such as Engineering, Medicine and c) examination grades obtained in the order Pharmacy, which are vocational courses. stated (40%). Students following Science and Dentistry Personal interest in science was regarded as courses would probably have aimed at a different the most influential factor in career choice. course such as medicine. Factors related to science education do not predominate. However science education can act 5.5. Decision point to follow a science as a secondary factor contributing to the increase career of science professions. Fostering interest in the subject, providing experiences of success in All respondents, that is, for both genders, science and making students feel they are good at expressed that they remember their first interest these subjects indirectly influence the choice of a in science mainly at Secondary level. However, SCIence career. they decided which particular science The second factor considered to be influential undergraduate course to pursue mainly at the was 'being good at science subjects'. Lau et al. point of entry to University, on receiving their (2002) have found that psychological aspects results. Students decide upon the course they derive from motivational variables which prove would like to follow, by considering those to be the strongest predictors of engagement, courses they are eligible for, based on their exam choice of science subjects and careers among

653 Women & Science 3rd International Conference on Hands-on Science © 2006 H-Sci ISBN 989 9509 50 7 high school students. All the students ticked result of the way that science and scientific more than one factor that influenced their careers are presented. decision to follow the science course / career. There are various initiatives that can be taken This confirms Woolnough's (1997) conclusions, in order to make science more attractive to a that students' career choice in science is the larger number of students. One particular aspect result of "the variety of social, school and is that girls are more attracted to the social aspect personal influences interacting upon the student of science. Science is currently often presented to form his or her career choice". 'Personal as an objective and detached practice which interest in science subjects' is the factor mostly removes any sense of feeling or caring. This has considered when choosing subjects both at to change if one wants more females to take up Secondary and Post-Secondary levels. Parental science as their career choice. As Harding (1983) influence is considered the least influential of all. argues, we have to take action at all levels of 'Status of the future occupation' and education: national; school; and teacher level. 'Requirements for the degree course' are At national level, Harding (1983) argues the considered to be more influential at Post presence of choice options at secondary level Secondary than at Secondary level. limits the students' access to opportunities. However, Ditchfield and Scott (1987) put a 6. Discussion counterargument stating that making science compulsory is not the solution. They argue that Research in science education (Kelly, 1981; teachers should cater for all students, giving Head, 1985; Whyte, 1986; Darmanin, 1991; them the chance to choose whether they would AAUW, 1992) shows that there are gender like to study or not certain areas of science. What differences, in the performance and is important is that students are provided with achievements of males and females at various meaningful experiences. Harding also argues that levels of education. This was not found to be the more attention should be given to those areas case overall in Malta with girls performing as such as physical sciences in which girls tend to well as boys at school leaving level. However, a be weakest. This requires the provision of disparity in the number of females in particular professionally trained teachers. Teachers should undergraduate courses was identified. This was be made aware of gender differences. Spear accentuated in engineering courses. Whyte (1987) recommends that teachers start (1986) attributes the choice of a career by males considering the value of doing science to and females to the choice of subjects at school. students, both boys and girls, and to introduce Science subjects are often stereotyped. The label project work on the range of occupations that certain subjects are given can narrow the vision require or prefer qualifications in science of students, who are led into certain paths, to subjects. conform to the male/female identity with which Education officers and subject coordinators they have been brought up from a young age. should be aware of the problem and offer "The 'gender spectrum' of school subjects adequate information and effective training arts, languages, domestic subjects for schemes for girls to follow at schooL Efforts girls, mathematics, physics and technical should also be made at primary level such that subjects for boys not only reflects labour girls can have the opportunity to overcome the market divisions, it reconstructs them, feeling of strangeness that is usually experienced fitting boys into their future, corresponding at secondary level. Links should also be set up positions in the male or female labour between schools and women at work at 16+ and market" 18+ levels. (Whyte, 1986, p. 16) At school level teachers should be made This study shows that those who were aware of the different feedback that is generally attracted to science were influenced by the same given to boys and girls and how this may result factors, irrelevant of their gender. However, the in setting stereotypes that science is for boys. numbers show that the way science is being ¥/ithin guidance and counselling, girls should be presented today is pushing away many girls. This presented with possible employment means that a percentage of potential scientists, opportunities, including those involving science. particularly females have been driven away as a Links with industry should also be kept and personnel at various levels of employment

654 3rd International Conference on Hands-on Science Women & Science © 2006 H-Sci ISBN 989 9509 50 7 invited to talk to students about their work. Extra illustrations showing girls and women help should be made available to girls who performing less conventional tasks; experiments experience difficulty with science subjects as it is to which pupils can relate personally; role the case with other subjects. From the GIST playing exercise; proposing solutions to open (Girls in Science) experience, 'tinkering' ended problems; and the inclusion of design activities which were introduced during science experiments. Both boys and girls should be lessons or in special girl clubs, were found to considered as equal learners with individual give positive results: like enhancing the spatial needs, interests and objectives from which ability; familiarising girls with topics such as benefits are to be derived from the scientific electricity, energy etc.; and building their self acti vities. confidence and competence in the subject (Whyte, 1986). 7. Conclusions Curricular changes should also change, moving away from more abstract, conceptual, Unless the recruitment of female scientists is mathematical, less practical and divorced from promoted, the Maltese economy will be deprived everyday life approach which tends to put off of the talent of a fraction of half the population. girls. Instead, science that is more relevant to the Thus it is important to make it easier for women environment should be included. Versy (1990) to take a stand in the scientific male-dominated also makes a number of useful additional terrain. An effective way of starting to eliminate suggestions in what she calls 'staff development differentials amongst both sexes is by reforming strategies'. These suggestions include: gender science education. Instead of trying to make issues to be central focus in INSET courses at girls fit into the existing science curriculum, the any level, be it course development, department science curriculum must become more inviting management, special needs, active learning, for girls. school community links etc.; gender issues Students should be encouraged to choose not should be discussed in a .friendly atmosphere only on the basis of their liking of the subj ects which can be achieved through small group but also to keep in mind their future career. discussion; development plan concerned with Students should be guided professionally to gender should be drawn up and submitted by choose the subjects which will make them fulfil subject coordinators and education officers; a their vocation. In particular, females should person in the school should be given the have more exposure not only to health sciences. responsibility to keep gender awareness among Given the proper career guidance at all levels of staff attitudes and teaching material prepared; education, students would be more prepared to setting up a monitoring group concerned with face challenges and make more informed gender to foster and suggest teaching approaches decisions. It is recommended that subject choice better suited to girls and boys; and finally people at Secondary level is postponed. Students can having responsibility should use their influence study Physics, Chemistry and Biology in the on publishers, teachers, examination boards etc .. form of co-ordinated science. This eliminates Many initiatives can be taken at teacher studying Physics as the only compulsory science level. The first step is to recognise the existence subject at Secondary level. The choice of of the problem and that girls tend to be at a science subjects can be made at Advanced level, disadvantage due to the low self-esteem that they prior to Post-Secondary education. often have with respect to science. Teachers Consequently, all students would have should push to do their best by having experienced three science subjects and would be similar expectations from girls as from boys. more informed when choosing to take up They should give girls more opportunities to science. handle apparatus and carry out experiments. It is hoped that the number of science careers Examples related to science should also be of in Malta will increase and match the average interest to girls. This is mainly achieved through number of students in other countries. Increase considering social issues. Subject specialist in the number and proficiency of students, of teachers seem to oppose possible changes in both sexes, following science courses will help teaching techniques more than non-subject meet the ever changing demands of the Maltese specialist ones. In addition, to those already economy. mentioned, one finds the need to use non-gender

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University of California. [Online]: Inviting Women to Physics and http://www.cse.ucla.edu/CRESSTlReports/T Engineering R570.pdf, 29/9/02 [28] OECD Education at a glance 1996 Manuel Cui<.;a Sequeira Education Statistics 84 to 94 CBM Quarterly and Joao Dias Baptista Review, June 1997. In University of Malta Instituto de Educac;ao - Universidade do Annual Report 1999-2000. Minho, Campus de Gualtar, [29] Ormerod, M. B. (1975) Subject preference 4740 Braga, Portugal and choice in coeducational and single-sex [email protected]; schools, British Journal of Education jobat@mail. telepac. pt Psychology, 45, 257-267 [30] Peltz, W.H. (1990). Can girls + science - Abstract. It is a well known fact that women stereotypes = success? The Science Teacher tend to prefer other fields then Physics and (57),44-49 Engineering when they choose a career. This is [31] Robertson, LF. (1987); Girls and Boys and also the case in Portugal. Practical Science. International Journal of At our University, female undergraduate Science Education, 9 (5), 505-518 students in Engineering are less then twenty [32] Science and Engineering Indicators 2002. percent while in Biology they largely exceed [Online]: male students. According to research, this gender http://www .nsf. gov/sbe/ srs/ seind02/append/ bias is enforced by an ordinary discourse, shared c2/at02-34.xls, [27/03/03] by secondary school teachers, which tend to [33] Special Course Requirements for Entry to ignore female scientists and female engineers Undergraduate Courses in October 2002. accomplishments and adopt a male dominant [Online]: stance regarding the profile of the profession. http://www.um.edu.mt/courses/scr2002.html In order to help change in secondary teachers , 15/11102 attitudes and discourse, we planned an in-service [34] Ventura, F. (1992). Gender, science choice course, twenty five hours long, focusing in three and. achievement: a Maltese perspective. case studies of high succeeding female in the International Journal of Science Education, fields of applied Physics and Engineering. Not 14 (4), 445-461. only we used biography to highlight the [35] Versey, J., (1990), Taking action on gender obstacles which confront women when they enter issues in science education, School Science traditionally male dominated fields but we Review, 71(256) p9-14 debated the advantage of adopting a feminine [36] Vlaeminke, M., McKeon, F. & Comber, C. shaped style to better solve several kinds of (1997) Breaking the mould: An assessment technical or scientific problems. We hope that, of successful strategies for attracting girls after following the course, teachers would be into science, engineering and technology, convinced that both, men and women, are London, Department of Trade and Industry. equally fitted by nature to succeed in every field [37] Whyte, J. (1986). Girls into Science and of science and technology, regardless particular Technology!. London: Routledge & Kegan styles of thought and action associated with Paul pIc. gender, and that better performance will be [38] Woolnough, B.E. (1997). Factors affecting achieved through team work. student career choice in science: An Australian study of rural and urban schools, Keywords. Women in Science, History. Research in Science Education, 27 (2), 195- 214 Women are not just technical operators. It is [39] Xuereb, A. (1999) Gender and Science at self-evident that, across the centuries, women the University of Malta. In University of have always been in close contact with the Malta Annual Report 1999-2000. technology of everyday home production and, at the least as operators of industrial high technology devices and tools. A quick survey of the history of engineering and technology might lead one to believe that technology is the dominion of men. After all,

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