Theorizing progress: Women in science, engineering, and technology in higher education

Abstract

A conceptual framework of positions on women in Science, Engineering and Technology (SET) was developed, showing a chronological progression of the main approaches to women's underrepresentation in SET during the past 20 years. Numerous initiatives have been advocated to address women's underrepresentation in SET in higher education. This article arose out of one such initiative, Winning Women, which was intended to help higher education in Scotland move toward good practice in this field. Two members of the project team describe their key findings and experiences. They illustrate how the underrepresentation of women in SET continues to be both progressive and persistent (using a SET parity index). The conceptual framework was conceived and developed from a metaanalysis of feminist theories of the gendered politics of science and technology.

‘They're not girly girls’: an exploration of quantitative and qualitative data on engineering and gender in higher education

“…It has also been found in research that perceptions about engineering can have an impact on whether a young adult will decide to study engineering once they have achieved success at school level (Phipps, 2002). Identified perceptions include; that it is a 'man's subject' (Agapiou, 2002;Cronin and Roger, 1999;Bagilhole et al, 2007;Sagebiel and Dahmen, 2006); that it is more difficult than other subjects; it is for 'geeks' or 'nerds' (Institute of Engineering and Technology, 2008); that it does not offer a pathway to an interesting or lucrative career.…”

Effects of Learning about Gender Discrimination on Adolescent Girls' Attitudes Toward and Interest in Science

“…Despite instances of gender discrimination, there is keen interest within many organizations in increasing the number of women who pursue scientific careers. Numerous programs aimed at increasing females' interest in science have been implemented with children (e.g., Hammrich, 1998, “Sisters in Science”), adolescents (e.g., Jayarante, Thomas, & Trautman, 2003, “Summerscience for Girls”), and adults (e.g., Cronin & Roger, 1999, “Winning Women”). Past programs have, however, been met with only limited success (Bigler, 1999; Evans, Whigham, & Wang, 1995; Weisgram & Bigler, 2006).…”

Exploring the ethnic diversity of UK dentistry

“…Berryman, 1983;Blickenstaff, 2005). This model proposes that the success of minorities groups in certain disciplines or professions is dependent on their ability to move through three key phases: first, gaining access into the profession/higher education; second, their successful participation in and completion of higher/professional education and third, how they progress into and develop their career (Cronin and Roger, 1999). The above findings point to the existence of a "leaky pipeline" for students from BAME backgrounds who want to pursue a career in dentistry in the UK at both the point of educational access (college enrolments) as well as when they progress through their career and into specialist training.…”