Tracing the Gender Gap in Science | International Day of Women and Girls in Science | truCSR

 

Written by: Samreen Saify

Compiled and Edited by: Rebecca Shibu

Since the advent of time, women and girls have been encouraged to take up roles and responsibilities that align with their ‘primary role’ as caregivers. For centuries, this reasoning legitimized the various forms of subordination as natural and inescapable besides ensnaring women’s being through clearly laid out, socially sanctioned norms and traditions. To this day, gender stereotypes and biases pose a significant barrier to human development. Though women have made significant strides since 1990, gender equity remains a far cry. When it comes to science, the picture is no different. Gender stereotypes and gender-based inequalities subdue the potentials of girls and women besides preventing them from taking up and remaining in careers in science.

Source: UN Women

Both science and gender equality are crucial for achieving the internationally agreed-upon development goals, including the 2030 Agenda for Sustainable Development. Over the past few decades, the global community has taken a lot of initiatives and research to inspire and engage women and girls in science and delve deeper into the causes responsible for the ubiquitous gap. Despite that, women and girls continue to be excluded from participating fully in science. At present, less than 30 percent of researchers globally are women. Long-standing biases, discrimination, conditioning, and gender stereotypes are not only pervasive but continue to steer girls and women away from science-related fields.

Therefore, to bring this issue to the forefront of policymaking and various international and national discourses, every year on 11th February, International Day for Women and Girls in Science is celebrated with hope and zeal to advance full and equal access to and participation in science for women and girls. Since the COVID-19 pandemic has widened the already existing disparities, this year’s theme is “Women Scientists at the forefront of the fight against COVID-19” and will gather together experts working in fields related to the pandemic from different parts of the world.

Source: gendermatters.in

Women's contribution to science and technology is relevant across Indian history and today. As indicated by the rise in their enrollment, the situation for women in Indian science is slowly but steadily improving for the better. The journey ahead is likely to be eventful for many, with many more vocal voices joining in. What women need at this juncture is an atmosphere that acknowledges, trusts and supports their individual needs during demanding times. Grooming role models are also vital and may motivate more women to take up science as a profession.

To ensure that gender diversity is reflected, simple actions such as paying close attention to the makeup of a seminar series or a panel discussion, or a committee go a long way in spreading the word. Initiatives such as Request a Woman Scientist, by creating a database of women scientists who can be considered for various panels and committees, help to strengthen the voice of women scientists.

THE STEM GAP

According to the article by Indian Express between 1901 and 2019, out of 334 Nobel Prizes awarded to 616 Laureates in Physics, Chemistry, and Medicine, just 20 have been won by 19 women. Moreover, the UNESCO data from 2014-16 reveals that only around 30% of female students select STEM (science, technology, engineering, and mathematics)-related fields in higher education. The low enrollment rates and pursuance of science-related fields among women and girls indicate the presence of the deep-seated gender biases that are not only being passed on but also reinforced in implicit and explicit ways.

Source: UN Women

The entry and retention of women in science have become one of the growing concerns in recent times. Although female enrollment in sciences is gradually moving towards equal representation, they are still under-represented, and there exist significant gender-gaps, in terms of opportunities, salaries, and career advancements. In India, despite the increasing number of women in higher education in science, women’s visibility in science-related jobs or positions remains abysmal. According to a report, women constitute over one-third of the total science graduate and postgraduate degree holders. Still, they comprise only 15-20% of the tenured faculty across research institutions and universities in India. Such glaring inequity results from the many social prejudices and stereotypes towards women and girls perpetually question their intellectual and leadership ability and restrains them from choosing career paths.

The minimal number of women and girls pursuing a career in STEM can be explained through a model called the “leaky pipeline effect, where the leaking happens at primary school, secondary school, undergraduate, postgraduate, doctorate, post-doctorate, and faculty level positions. The two of the most significant leaks highlight the transitions from secondary school to college and from post-doc to faculty positions due to familial and societal constraints. It would not be an exaggeration to say that this underrepresentation in sciences is a cumulative result of many evils being actively promoted and reinforced at the same time.

Source: Women in Science and Technology: An Indian Scenario

REDUCING AND CLOSING THE GAP

To reduce the gender gap in sciences, the SAGA project by UNESCO encourages the incorporation of the following objectives:

1. First, to achieve gender equality in STEM, we must change our perceptions, attitudes, behavior, social norms, and stereotypes towards women in STEM in society;
2. We must also promote awareness of and overcome non-conscious and cultural gender biases widely expressed as gender stereotypes among scientists, educators, policy-makers, research organizations, the media, and the public at large;
3. We should also promote the visibility of women with STEM qualifications, and in STEM careers, especially in leadership positions in governments, business enterprises, universities, and research organizations; and lastly
4. Mainstream gender perspectives in science communication and informal and non-formal STEM education activities.

The project also highlights the way in which we can promote, attract, and retain women and girls to close the stem gap at different levels.

In a world that has been transformed by globalization and automation, its young inhabitants require foundational skills in maths and literacy on which the advanced STEM skills depend. There is also a high risk of the people being devoid of the skill and knowledge in science, technology, and digital sectors. To avoid this, substantial work and investments in improving teaching and learning processes, expanding opportunities for employment, and consistent gender sensitization remains crucial to this space. For the representation of women to significantly increase in the sector, the emerging economy of science and technology needs to make way for agency and infrastructure that lets the sector be built on equity and for all.

- Team truCSR

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