te Kaat, Adriana Johanna

Van Rossem, Ronan

Vandevelde, Karen

English

Ghent University Academic Bibliography

UNIVERSITEIT GENT VAKGROEP SOCIOLOGIE Background • Gender balance in educational attainment? • STEM: Science, Technology, Engineering & Mathematics  Two questions   1. Are male and female students interested in scientific careers?     2. Why are they interested?       Two questions   1. Are male and female students interested in scientific careers?  - We need both women and men for scientific careers; - For this, we need more women in STEM in higher education  2. Why are they interested?      Two questions   1. Are male and female students interested in scientific careers?  - We need both women and men for scientific careers; - For this, we need more women in STEM in higher education  2. Why are they interested?     Source: Konrad et al., 2000 / Bradley, 2000) Two questions   1. Are male and female students interested in scientific careers?  - We need both women and men for scientific careers; - For this, we need more women in STEM in higher education  2. Why are they interested?     Source: Konrad et al., 2000 / Bradley, 2000) Method • Centre for R&D Monitoring (ECOOM), University of Ghent, May 2008 • Response rate 30.3% • 669 male and 1078 female Master students (N=1747) in 11 faculties • Results are weighted by gender and faculty   Are they interested? Source: ECOOM-UGent, 2008 N=1747 0 10 20 30 40 50 60 70 80Social sciences and humanities (1107)STEM (313)Life sciences (327)Are they interested?(2) Source: ECOOM-UGent, 2008 N=1747, **p<0.01 0% 20% 40% 60% 80% 100%Social sciences and humanities** (1107)STEM ** (313)Life sciences (327)MenWomenAre STEM students interested? Source: ECOOM-UGent, 2008 N=313, **p<0.01 0 20 40 60 80 100Natural sciences (66)Engineering and Architecture (147)Bioscience Engineering ** (100)MenWomenWhy are they interested…? Source: ECOOM-UGent, 2008 N=881-1001 , **p<0.01 Men Women 1. Interesting career  98% 99% 2. Intellectual challenge 98% 99% 3. Fascination specific subject 97% 97% 4. Interested in research 98% 97% 5. Creative freedom 95% 93% 8. Salary ** 71% 81% 11. Prestige ** 56% 40% … and why not? Source: ECOOM-UGent, 2008 Men  Women  1. Boring, monotonous job 66% 69% 2. I’m not able to meet the requirements ** 62% 72% 3. Not interested in specific subject 56% 61% 4. Unclear job content ** 49% 64% 5. My grades are not good enough 52% 57% N=650-678, **p<0.01 … and why not?(2) Source: ECOOM-UGent, 2008 N=650-678, **p<0.01, *p<0.05 Men Women 6. Nobody asked me * 46% 55% 7. Competitive atmosphere ** 30% 53% 9. Lack of supervision ** 33% 47% 12. One needs to give up the personal life ** 23% 36% 13. Hard to combine with a family ** 22% 37% 14. Low salary ** 39% 19% 15. It’s a men’s world ** 7% 20% Conclusions     Conclusions • Over all disciplines, men are somewhat more interested in scientific careers; • But also many female students are potentially interested! • In Bioscience Engineering even more than men.      Conclusions • Over all disciplines, men are somewhat more interested in scientific careers; • But also many female students are potentially interested! • In Bioscience Engineering even more than men. • The main problem: underrepresentation of women in STEM in higher education       What can we do? • Combat gender inequalities in secondary and higher education?         What can we do?         • Combat gender inequalities in secondary and higher education? • Make scientific career ‘women friendly’        What can we do?         • Combat gender inequalities in secondary education? • Make scientific career ‘women friendly’ • Promoters may have to recruit women more actively – Self-confidence – Discrimination? – Women have a disadvantaged position – Family         Questions and discussion Contact:  Adriana.teKaat@UGent.be www.ECOOM.be/DoctoralCareers        Volledige tabellen  Faculties Ghent University Wetenschappen:  Engineering en architectuur Bioscience engineering Vakgroep Wiskunde  Vakgroep Architectuur en Stedenbouw  Vakgroep Landbouweconomie  Vakgroep Toegepaste Wiskunde en Informatica  Vakgroep Mechanica van Stroming, Warmte en Verbranding  Vakgroep Plantaardige Productie  Vakgroep Vaste-Stofwetenschappen  Vakgroep Mechanische Constructie en Productie  Vakgroep Gewasbescherming  Vakgroep Fysica en Sterrenkunde  Vakgroep Informatietechnologie  Vakgroep Bos- en Waterbeheer  Vakgroep Anorganische en Fysische Chemie  Vakgroep Elektronica en Informatiesystemen  Vakgroep Biosysteemtechniek  Vakgroep Organische Chemie  Vakgroep Telecommunicatie en Informatieverwerking  Vakgroep Biochemische en Microbiële Technologie  Vakgroep Analytische Chemie  Vakgroep Elektrische energie, Systemen en Automatisering  Vakgroep Voedselveiligheid en Voedselkwaliteit  Vakgroep Plantenbiotechnologie en Bio-informatica  Vakgroep Toegepaste Materiaalwetenschappen  Vakgroep Toegepaste Analytische en Fysische Chemie  Vakgroep Biochemie en Microbiologie  Vakgroep Textielkunde  Vakgroep Toegepaste Ecologie en Milieubiologie  Vakgroep Biologie  Vakgroep Chemische Proceskunde en Technische Chemie  Vakgroep Wiskundige Modellering, Statistiek en Bio-informatica  Vakgroep Geografie  Vakgroep Bouwkundige Constructies  Vakgroep Duurzame Organische Chemie en Technologie  Vakgroep Geologie en Bodemkunde  Vakgroep Civiele Techniek  Vakgroep Bodembeheer  Vakgroep Biomedische Moleculaire Biologie  Vakgroep Wiskundige Analyse  Vakgroep Dierlijke Productie  Vakgroep Fysiologie  Vakgroep Toegepaste Fysica  Vakgroep Moleculaire Biotechnologie  Vakgroep Technische Bedrijfsvoering  Enrollment in faculties Source: ECOOM-UGent, 2008 0 100 200 300 400 500 600 700Arts and PhilosophyLawPsychology and EducationalPolitical and Social SciencesEconomics and BusinessNatural SciencesEngineering and ArchitectureBioscience EngineeringVeterinary MedicinePharmaceutical SciencesMedicine and Health SciencesMenWomenEnrollment in faculties Source: ECOOM-UGent, 2008 0 100 200 300 400 500 600 700Arts and PhilosophyLawPsychology and EducationalPolitical and Social SciencesEconomics and BusinessNatural SciencesEngineering and ArchitectureBioscience EngineeringVeterinary MedicinePharmaceutical SciencesMedicine and Health SciencesMenWomenBackground • Gender balance in educational attainment? • Why is this important?   Are they interested? Source: ECOOM-UGent, 2008 0 20 40 60 80 100Arts and Philosophy (295)Law (237)Psychology and Educational (214)Political and Social Sciences (225)Economics and Business (136)Natural Sciences (66)Engineering and Architecture (147)Bioscience Engineering (100)Veterinary Medicine (72)Pharmaceutical Sciences (39)Medicine and Health Sciences (216)N=1747 Are they interested? Source: ECOOM-UGent, 2008 0 20 40 60 80 100Arts and Philosophy (295) **Law (237)Psychology and Educational (214)Political and Social Sciences (225)Economics and Business (136)Natural Sciences (66)Engineering and Architecture (147)Bioscience Engineering (100) **Veterinary Medicine (72)Pharmaceutical Sciences (39)Medicine and Health Sciences (216)MenWomenN=1747, **p<0.01 Are they interested? Source: ECOOM-UGent, 2008 0 20 40 60 80 100Arts and Philosophy (295) **Law (237)Psychology and Educational (214)Political and Social Sciences (225)Economics and Business (136)Natural Sciences (66)Engineering and Architecture (147)Bioscience Engineering (100) **Veterinary Medicine (72)Pharmaceutical Sciences (39)Medicine and Health Sciences (216)MenWomenN=1747, **p<0.01 

Gender differences in the interest for scientific careers

https://biblio.ugent.be/publication/4085594/file/4085596

Gender differences in the interest for scientific careers

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Ghent University Academic Bibliography