Gender - Background

‘I was about ten years old when I first discovered an interest in science, particularly physics. In those days, around 1970, science was not compulsory and we only discussed 'nature' in primary school. I decided to study engineering because the applied aspects of physics particularly appealed to me.’
Carol Vorderman 

Women make up about 50% of the working age population but constitute only 20% of the engineering workforce – which includes operators/assemblers and clerical/admin staff. The figure for women in construction trades has remained steady at about 1% for many years.

Some areas of science attract females in greater numbers, for example 51.9% of biological sciences undergraduates were female in 2006/2007. Compare this figure with 39.5% of science professionals who were women, 14.6% for ICT professionals and 5.4% for engineering professionals in 2007.
 
There have been many initiatives in the past and it is sometimes argued that these have not had the desired impact because girls are just not interested. However, projects and research show that positive results can be achieved with the right interventions and particularly a whole school approach.
Gender is probably the area of equality and diversity that has been researched most and, consequently, there is a host of information available for practitioners to draw on.
 
It is important that gender stereotypes are actively challenged by everyone. An important element of this is addressing the general lack of knowledge among young people about certain job roles, including those in  STEM.
 
The STEM Careers Awareness project found that gender differences were most pronounced when pupils were asked to select from a given list of future possible careers. Boys were more likely to select jobs in security and construction whereas girls favoured design, arts and crafts and the performing arts. Girls also tended to view STEM less favourably than boys, who rated the subjects as easier and more enjoyable, though no subjects were perceived as intrinsically 'for boys' or 'for girls'. There is also some evidence that gender preference for STEM subjects becomes more pronounced between Years 7 and 9.
 
Work-related learning plays an important role in widening choice. Research on gender in work experience placements found startling connections between stereotyped work experience placements and job choice - and that those from lower socio-economic groups, girls and ethnic minority students were most disadvantaged by the current system. The DfE has produced a guide to work-related learning which gives some tips on ensuring work-related learning widens choice and opportunity to all young people. Refer to our Work Experience Guide.
 
‘Over the years the specifics of my dream job varied from geneticist, to marine biologist, to astrophysicist, to systems analyst but (except for brief periods when I was captivated by the idea of becoming an opera singer or fashion designer) I was always attracted to science and technology… This is a really fun job, I love it!’
Ayse P. Saygin, neuroscientist
 
‘It is vital for the UK that we recruit the brightest young people into engineering and science, including new talent from families and schools who might never have thought about engineering as a career'.
Professor Dame Wendy Hall, Professor of Computer Science, University of Southampton.
 
‘I feel very lucky. So many people work all their lives and they don't make a discovery that's of benefit to other people.’
Stephanie Kwolek, the Polish-American chemist who invented Kevlar 

(Used in  heat/ flame-resistant fabrics, bulletproof clothing, aircraft, boats, golf-clubs, and bicycles).

‘I appreciate the sentiment that I am a popular woman in computer gaming circles; but I prefer being thought of as a computer game designer rather than a woman computer game designer. I don't put myself into gender mode when designing a game.’

Roberta Williams, game designer.