| Title | Challenging accepted wisdom: Looking at the gender and science education question through a different lens |
| Publication Type | Journal Article |
| Year of Publication | 2003 |
| Authors | Gilbert J, Calvert S |
| Journal | International Journal of Science Education |
| Volume | 25 |
| Pagination | 861-878 |
| Keywords | Culture, Diversity Institute Literature Review, Identity and personality, Science, Self-perception, Women |
| Summary | This study is a qualitative psychological exploration of the motivations behind a group of women scientists' success. The authors found that "girl-centered" course material and the presence of female role models were not formative for these women. Rather, they found that having close relationships with male family members, liking the lack of emotionality of science disciplines, and being drawn to a sense of "power" that science conveys were all instrumental in women's decisions to enter the sciences. This article is interesting because it explores the effects of the masculine culture of science on women and, in addition, does not describe women as being uniformly "feminine" in their aspirations or personality traits. In addition, it describes a phenomenon that many female scientists feel- a sense of "disconnection" from their field and a lack of personal relatedness to their work. |
| Extended Summary | The authors critique past literature and efforts towards inclusion of women in science. They state that, although women are studying science internationally in increasing numbers, they are not participating in the workforce in increasing levels. Past literature, they write, "assumes that the problem of gender and science arises in the widespread understanding of science as being a largely 'masculine' pursuit." Based on early studies identifying the "scientific personality" as being "politically conservative and authoritarian, inward-focused [and] low in social interests and skills," educators have turned to application of science to real-world problems in the hopes of interesting women in the field. However, these programs have had mixed results.The authors believe that women are not necessarily "feminine" and men are not necessarily "masculine." Some feminist scholars have written that women cannot succeed in science while perceiving themselves as feminine. Many programs for women in the sciences, the authors say, have taken an essentialist approach to gender, unintentionally reinforcing girls' sense of science as disconnected from the feminine.The study consisted of a series of psychologically oriented interviews with a sample of successful women scientists, conducted in a three-stage process. The interviews were interpreted on both a surface and an unconscious level, using a "reading between the lines" technique based on the work of philosopher and psychoanalyst Luce Irigaray. The authors explored the "relationship between the internal constructions [of their subjects] as women, and their ability to fully participate in science."The scientists who participated in the interviews saw "science as powerful knowledge." Some even described it as a means of "certainty" or "escape" during difficult times.Many saw science as "analytical,""individualistic," and even anti-feminine. They tended to keep their personal and professional lives separate. This, in addition to the social isolation, led to a sense of disconnection among many of the respondents. They expressed a desire for connection within science and a desire for power and control.They were action-oriented and expressed scientific curiosity. Many of the women described being more similar to their fathers than their mothers, and seeing their mothers' lives (as homemakers) as being "limited." (Most of the women's fathers worked in technical professions.)In conclusion, the paper questions whether science is considered masculine because it is power-oriented, or vice versa. This report is of interest because it portrays clearly "what it takes" for some women to succeed in the sciences and the compromises that they make. |
| Recommendations | Encourage assertive women in your classes to pursue the sciences. Assist women in connecting their science careers with their personal lives and interests. Give women in the sciences opportunities for leadership, professional advancement and social interaction. |
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