Nadia Ghazzali, Prof., Ph.D. NSERC - Industrial Alliance Chair for Women in Science and Engineering in

Quebec

Department of Mathematics and Statistics

www.chaire-crsng-inal.fsg.ulaval.ca

The evolution of public policies in Education,

Science and Technologies in Quebec

April 20-21, 2009

Outline

A brief overview of the Chair Heroic times for women scientists Current situation: some statistics Why? A few thoughts

April 20-21, 2009

April 20-21, 2009

History of the Chair Natural Sciences and Engineering Research Council of

Canada(NSERC)

1989: National chair for women in engineering (Ms. Frize)

1995: Recommandations of the Ad Hoc Committee to encourage women in sciences and engineering

1997: Establishment of 5 Regional Chairs for women in sciences and engineering (British Columbia, Prairies, Ontario, Quebec, Atlantics)

April 20-21, 2009

Partners of the Chair

Natural Sciences and Engineering Research Council of Canada (NSERC) Improve the efforts to attract, maintain and to help the advancing of women in sciences and engineering

Industrial Alliance

Concerned by the workforce needs in their area of involvement

Laval University

Reflect their will and the will of the other universities in Quebec to facilitate the integration of women in sciences and engineering

April 20-21, 2009

Objectives of the Chair To stimulate further the interest of young women to

pursue careers in sciences and engineering To have a better understanding of the key factors

influencing the choices of careers among young girls

To intervene in the academic (colleges and universities) and workplace environments

To emphasize the role and leadership of women To increase the participation of women in positions

of authority To promote a positive climate facilitating the

recruitment of students for undergraduate and graduate studies in sciences and engineering 

www.chaire-crsng-inal.fsg.ulaval.ca

April 20-21, 2009

History of women scientists in Quebec

« « Women in sciences and Women in sciences and engineering through history in engineering through history in QuebecQuebec» » (2008)

April 20-21, 2009

Beginning of the XXth century: Beginning of the XXth century: 2 main women role models2 main women role models

Reference to the emancipation of the English North American Women At the root of the revendications of the

women education, the occupational entry and the obtention of the Women right to vote

Reference to the French Christian feminism Based on Christian personal development

April 20-21, 2009

April 20-21, 2009

English women decades ahead of their time

Women admitted at McGill University since 1884

The Donaldas: Donaldas: nickname of women students from McGill

The firsts to obtain jobs at the University

They participated to major research projects

Between 1900 and 1910, about thirty women are working in the nuclear physics field

They earned less than men and are struggling to obtain their peers recognition

The interest for men in science, field more and more prestigious, led to a progressive exclusion of women

Heroic times for women scientists

Carrie Derick (1862-1941) Carrie Derick (1862-1941) Harriet Brooks (1876-1933)Harriet Brooks (1876-1933)

April 20-21, 2009

Firsts English Women DERICK, Carrie Pioneer in Plants Genetics

First full professor in Canada in 1912 (U. McGill) Bachelor of Arts1890, Master 1896

BROOKS, Harriet Physicist and professor

Author of researches about the radioactive decay of radium at the beginning of the XXth (U. McGill)

Bachelor of Math. and SN 1898 Master of sciences 1901

Heroic times for women scientists

French women entering by the back doorFrench women entering by the back door

Laval University is implicated for women higher education since 1908

It is only at the end of 1920 that women can finally have access to programs in universities

Between 1929 et 1945 Almost all women registered in cultural, service and teaching

programs Only 6 women registered in sciences programs

The percentage of women increases from 0.6% in 1929 to 21% in 1945 Widen the offer of courses (pedagogy 1943) Obtention of the Women right to vote(1941) Compulsory education(1943)

April 20-21, 2009

Marcelle Gauvreau (1907-1968) Marie Gérin-Lajoie (1890-1971)

April 20-21, 2009

Firsts French Women

GAUVREAU, Marcelle (Fée des fleursFée des fleurs) 1907-1968 Botanist and popularizer, License in natural sciences Founder of the School of Awakening (École de l’Éveil) (1935) Writer of the catalogue of Canada's algae (1933) Columnist for the Young Naturalists Club in the journal L’Oiseau bleu

GÉRIN-LAJOIE, Marie 1st graduated of the women classical education(1911) 1st French-Canadian obtaining a Bachelor of Arts Top in her school that year – the information was not public Upgraded her educational skills in social work in USA(1918) Founder of the Notre-Dame du Bon-Conseil Institute (1923)

Social centers, playgrounds et housing facilities

Women Classical Colleges

In the catholic environments: the ultimate fear to see women femmes access to the humanities and imitate access to the humanities and imitate menmen

Government of Quebec funds Men Classical Colleges (1922) Women Classical Colleges (1961)

Home economics education became systematic Schools of happiness

April 20-21, 2009

First step towards universityFirst step towards university

World War II

National Resources Mobilization Act-1940

(Women mecanics, electricians, welders, etc)

About 150 women soldiers go to the University

Desire of freedomDesire of freedom

Tax laws penalize men whose wives are still working

Child care centers are dismantled

April 20-21, 2009

A stepping stone for womenA stepping stone for women

World War II

Home economics education looses its popularity (1956)

Between 1954 et 1962: 15 woman classical colleges, two of them led by lay people

In 1964, the Parent Report recommands Right for girls to an educational identical to the boys

education Classes opening for men and women Free education for all

April 20-21, 2009

A stepping stone for womenA stepping stone for women

The « Révolution tranquille »

Secularism of the institution and the society (1960)

Gradual acceptation of paid work for women but not yet integration in non-traditional field

Establishment of the MEQ, the CEGEPs, the UQ network

Abrogation of the classical colleges, normal schools and schools of domestic science

Free education for the collegial level

In 1968, 17 women engineers, 150 lawyers, 7 architects, 2 psychoanalysts, 6 urbanists

April 20-21, 2009

University for allUniversity for all

Current situation

Some statistics

April 20-21, 2009

CURRENT SITUATION IN QUEBECPRE-UNIVERSITY COLLEGE PRE-UNIVERSITY COLLEGE 2000-2004 Program Details 2000 2001 2002 2003 2004

Sciences

Men

Women

Total (♂+♀) (3)

% (3)/ (1)

% ♀/(2)

% ♀/ (3)

♂: 10 938

♀: 10 740

T: 21 678

19.6 %

17.6 %

49.5 %

♂: 10 517

♀: 10 763

T: 21 280

19.5 %

17.6 %

50.6 %

♂: 10 103

♀: 10 399

T: 20 502

18.8 %

16.9 %

50.7 %

♂: 10 190

♀: 10 139

T: 20 329

18.6 %

16.4 %

49.9 %

♂: 10 153

♀: 10 001

T: 20 154

18.4 %

16.1 %

49.6 %

HumanSciences

Men

Women

♂: 15 467

♀: 21 920

♂: 15 238

♀: 21 395

♂: 16 022

♀: 21 835

♂: 16 666

♀: 22 400

♂: 17 290

♀: 22 248

Biological techniques

Men

Women

♂: 3 590

♀: 13 420

♂: 3 524

♀: 14 756

♂: 3 518

♀: 15 323

♂: 3 553

♀: 15 633

♂: 3 599

♀: 15 907

Physical techniques

Men

Women

♂: 14 226

♀: 2 870

♂: 13 853

♀: 2 635

♂: 12 956

♀: 2 383

♂: 12 162

♀: 2 227

♂: 11 431

♀: 2 247

Art, letters and multiple

Men

Women

♂: 5 081

♀: 12 075

♂: 4 850

♀: 11 700

♂: 4 960

♀: 11 493

♂: 5 132

♀: 11 438

♂: 5 304

♀: 11 564

TotalWomen (2)

Total (1)

♀: 61 025

T: 110 327

♀: 61 249

T: 109 231

♀: 61 433

T: 108 992

♀: 61 837

T: 109 540

♀: 61 967

T: 109 744

Source : Statistique de l’éducation 2006

April 20-21, 2009

CURRENT SITUATION IN QUEBEC

Undergraduate University StudiesUndergraduate University Studies 1999-2007

April 20-21, 2009

8 688

9 943

12 957

13 272

7 754

2 7992 9402 160598

13 363

8 665

14 102

13 202

8 918

3 0782 4992 4121 104

13 489

8 396

14 914

13 544

9 596

2 8772 5152 5501 031

2 146

19 450

6 455

3 604

6 699

1 5071 0481 451440

2 694

20 871

6 727

3 803

8 164

1 6548541 423630

2 871

20 472

7 494

4 114

8 626

1 6539261 430529

0

10 000

20 000

30 000

40 000

50 000

60 000

70 000

No

mb

er

of

stu

den

ts

F1999 F2005 F2007 M1999 M2005 M2007Health sciences Science and engineering Human sciences

Education Administration ArtsLetters Law Multisectorial studies

61 111

68 912

42 800

48 115

F : FemaleM : Male67 343

46 820

CURRENT SITUATION IN QUEBECUndergraduate University StudiesUndergraduate University Studies 1999-2007

Sector of study Year Men WomenTotal

(Men and Women)

All1999 42 800

12.4 %

61 111

12.8 %103 911

12.6 %2007 48 115

68 912

117 027

Science and Engineering

1999 19 450 5.3 %

9 943 15.6 %

29 393 1.8 %

2007 20 472 8 396 28 868

Health Sciences1999 2 146

33.8 %8 688

55.3 %10 834

51.0 %2007 2 871

13 489

16 360

Science and Engineering

and

Health Sciences

1999 21 596

8.1 %

18 631

17.5 %

40 227

12.4 %2007 23 343

21 885

45 228

April 20-21, 2009

Undergraduate University Studies in Quebec

PERCENTAGES OF PERCENTAGES OF MALE STUDENTSMALE STUDENTS 1999-2007

Sector of study 1999 2005 2007

Health sciences 5.0 % 5.8 % 6.0 %

Science and Engineering 45.4 % 44.6 % 42.5 %Human sciences 15.1 % 14.4 % 15.6 %

Education 8.4 % 8.1 % 8.6 %

Administration 15.7 % 17.4 % 17.9 %

Arts 3.5 % 3.5 % 3.4 %

Letters 2.4 % 1.8 % 1.9 %

Law 3.4 % 3.0 % 3.0 %

Multisectorial studies 1.0 % 1.3 % 1.1 %

April 20-21, 2009

Undergraduate University Studies in Quebec

PERCENTAGES OF PERCENTAGES OF FEMALE STUDENTSFEMALE STUDENTS 1999-2007

Sector of study 1999 2005 2007

Health sciences 14.2 % 19.8 % 19.6 %

Science and Engineering 16.3 % 12.9 % 12.2 %Human sciences 21.2 % 20.9 % 21.6 %

Education 21.7 % 19.6 % 19.7 %

Administration 12.7 % 13.2 % 13.9 %

Arts 4.6 % 4.6 % 4.2 %

Letters 4.8 % 3.7 % 3.6 %

Law 3.5 % 3.6 % 3.7 %

Multisectorial studies 1.0 % 1.6 % 1.5 %

April 20-21, 2009

Number of graduate students in Quebec (Master’s degree) 1999-2007

2 590

477392940

3 499

1 1951 241

1 815246

3 589

5963751 019

3 687

1 672

1 292

2 595

395

3 845

620443

1 057

3 659

1 770

1 311

2 512

410

3 551

2903483922 152

644448

3 561

199

4 802

373297427

2 233

679367

5 092

321

4 772

3922574352 196

658375

4 681

275

0

2 000

4 000

6 000

8 000

10 000

12 000

14 000

16 000

18 000

20 000

Nom

bre

d'ét

udia

nts

F1999 F2005 F2007 H1999 H2005 H2007

Administration Arts Droit

Lettres Sc. humaines Sc. de la santé

Éducation Sciences et génie Études plurisectorielles

12 395

15 627

11 585

14 041

F : FemmesH : Hommes

15 22014 591

April 20-21, 2009

Graduate students in Quebec (Master’s degree), PERCENTAGES OF PERCENTAGES OF FEMALE FEMALE STUDENTSSTUDENTS, 1999-2007

Secteurs 1999 2005 2007

Administration 20,9 % 23,6 % 24,6 %

Arts 3,8 % 3,9 % 4,0 %

Droit 3,2 % 2,5 % 2,8 %

Lettres 7,6 % 6,7 % 6,8 %

Sc. humaines 28,2 % 24,2 % 23,4 %

Sc. de la santé 9,6 % 11,0 % 11,3 %

Éducation 10,0 % 8,5 % 8,4 %

Sciences et génie 14,6 % 17,0 % 16,1 %Études plurisectorielles 2,0 % 2,6 % 2,6 %

April 20-21, 2009

Number of graduate students in Quebec (Doctorate’s degree) 1999-2007

16210253408

1 533

51836676338

28218788422

1 995

866

389

1 201

86

310217112398

2 255

1 032

388

1 356

90

2818455257

1 245

523193

2 005

58

41816381245

1 476

631199

3 035

101

41420698231

1 525

731221

3 271

114

0

1 000

2 000

3 000

4 000

5 000

6 000

7 000

8 000

9 000

No

mb

re d

'étu

dia

nts

F1999 F2005 F2007 H1999 H2005 H2007

Administration Arts Droit

Lettres Sc. humaines Sc. de la santé

Éducation Sciences et génie Études plurisectorielles

3 943

6 158

4 701

6 811

F : FemmesH : Hommes

5 516

6 349

April 20-21, 2009

Graduate students in Quebec (Doctorate’s degree), PERCENTAGES OF PERCENTAGES OF FEMALE FEMALE STUDENTSSTUDENTS, 1999-2007

Secteurs 1999 2005 2007

Administration 4,1 % 5,1 % 5,0 %

Arts 2,6 % 3,4 % 3,5 %

Droit 1,3 % 1,6 % 1,8 %

Lettres 10,3 % 7,7 % 6,5 %

Sc. humaines 38,9 % 36,2 % 36,6 %

Sc. de la santé 13,1 % 15,7 % 16,8 %

Éducation 9,3 % 7,1 % 6,3 %

Sciences et génie 19,4 % 21,8 % 22,0 %Études plurisectorielles 1,0 % 1,6 % 1,5 %

April 20-21, 2009

Profile for undergraduate and graduate students in Quebec Universities, 1999-2007

Applied sciences Sciences Engineering

Women

1st cycle

2nd and 3rd cycles

Women

1st cycle

2nd and 3rd cycles

Women

1st and 2nd cycles

3rd cycle

Men

1st cycle

2nd and 3rd cycles

Men

1st cycle

2nd and 3rd cycles

Men

1st and 2nd cycles

3rd cycle

April 20-21, 2009

NOTE : 1ST cycle : undergraduate studies, 2nd cycle : Master’s degree, 3rd cycle : Ph. D.

Situation of Women in Engineering in Quebec

In the workplace:

Women in Quebec represented in 2001, less than 15 % of professionals in Engineering (MDEIE, 2004)

In Canada, women engineers hold about 12 % of positions for the profession (CCWESTT, 2008)

♀ studying in Engineering at the graduate level are

more likely than ♂ to leave the field after their graduation and not to be working in Engineering (Powell and coll. 2004)

April 20-21, 2009

Factors linked to the numerical weakness of Women in Sciences

and Engineering

1. School environment

2. Family environment

3. Stereotypes and perceptions

4. Culture, atmosphere and relationships

5. Work-family articulation

6. Discrimination

April 20-21, 2009

Institutional and social mechanisms of exclusion and self-exclusion

In high school In the University In the Workplace

Institutional/socialmechanismsof exclusion (explicit or subtle)

loss of interest for mathematics and physics (14-15)

dropout for boys learning strategies between

boys and girls influence of school staff and

parents

lack of personal financial resources or of adequate child care

expectations of society different than towards men

biological clock subtle discrimination

work-family articulation expectations (availability,

mobility) biases emphasize on valuing men’

work weak institutional support

Mechanismsof self-exclusion

misunderstanding the occupations

lack of role models sensitivity to biases and friends

stereotypes self-actualization individual aspirations

(weak sense of purpose)

environment reflecting competition values (power fights)

Identity conflicts

April 20-21, 2009

April 20-21, 2009

A few thoughts

Is there a disengagement of youth for sciences and engineering?

Is it by lack of interest that young people are abandoning this field?

Do we have to adjust our sciences teaching methods?

How can the school environment can react towards this issue?

Are the needs and aspirations of young people, at the professional level, well-understood?

What is the government position on the issue and what are the actions done?

April 20-21, 2009

A few thoughts

Have the parents a role to play in the development of the scientific interest of their child?

Is it a question of sciences perception?

Do people intervening with young people in sciences have to modify their approach?

Shouldn’t we «humanize» the profession?!

Which type of intervention are counselors developing to help young people in their career paths?

What are the possible effects on the economy of the country?