FAWE’s conference on girls’ education in - PowerPoint Presentation

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FAWE’s conference on girls’ education in

A

frica 23-24 August 2017, Lusaka- Zambia

Plugging the

leaky Pipeline in STEM through active involvement of Universities.

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http://blogs.nature.com/naturejobs/2016/03/23/women-in-science-clogging-the-leaky-pipeline/

Why is the pipe leaking?

Stereotypes

Unconscious BiasesCultural beliefs

Institutional practicesFAWE’s conference on girls’ education in Africa 23-24 August 2017, Lusaka- Zambia 2

FAWE’s conference on girls’ education in

Africa 23-24 August 2017, Lusaka- Zambia

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University actions should start from high schoolsFAWE’s conference on girls’ education in

Africa 23-24 August 2017, Lusaka- Zambia

Fill the bottom of the pipeline with an active recruitment of girls into STEM majors.Colleges and universities should reach out to high school girls to inform them about the

STEM majors that they offer

.Inform them about career opportunities in STEM and from STEM

By Satasha Green, PhD:

https://www.google.com/search?q=female+student+in+STEM&source=lnms&tbm=isch&sa=X&ved=0ahUKEwihmoO09trVAhVHBcAKHTNVCtAQ_AUICygC&biw=1600&bih=721#imgrc=puur0d9Thy5URM

:

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Colleges and universities should reach out to high school girls to inform them about the STEM majors that they offer.

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What happens at University level?

Students entering University

Graduates

First post for a newly qualified Msc/PhD holdersResearchers/Lecturers working in a highly positions than a newly qualified Msc/PhD holders Single highest gradePicture adapted from the article of Sibylle

Günter entitled “STEM: The infamous leaky pipeline” https://www.euro-fusion.org/newsletter/leaky-pipeline/

Students

Female Faculty

FAWE’s conference on girls’ education in

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frica 23-24 August 2017, Lusaka- Zambia

Extracted from: “Syracuse

University

WiSE

program supports, encourages

female

students, faculty in

STEM”, picture by

Julianna

Meddick

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For students

Orientation days: Provide a pathway to major in a STEM field

for first year students, especially for those who arrive unsure. Inform

them about career opportunities in STEM and from STEM

FAWE’s conference on girls’ education in Africa 23-24 August 2017, Lusaka- Zambia Establish a long term plan to counter stereotypes: intervention programs to

raise awareness among science educators about stereotype threats, the benefits of a growth mindset, and how to create a growth-mindset environment in their classrooms by sending

to students

the message that intellectual skills can be acquired and anyone who works hard can succeed.

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FAWE’s conference on girls’ education in Africa 23-24 August 2017, Lusaka- Zambia

Break the myth about STEM being hard and presenting the broad applications of science and engineering to students early

in their college career builds students’ interest and confidence. Early college courses emphasizing real-world applications of STEM have been shown to

increase the retention of women in STEM majors.

Mentorship programs: Establish and help sustain mentorship programs in STEM and give working scientists and engineers the time and opportunity to be involved as mentors not on a volunteer basis but as part of their workload.

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FAWE’s conference on girls’ education in Africa 23-24 August 2017, Lusaka- Zambia

Women attract women: Help few women already in STEM careers to be role models and change stereotypes that surround women’s perceived interests and what is appropriate for “woman” but more importantly they will give female students an o

pportunity to see themselves in STEM professions.

https://www.redbubble.com/people/breitideasinc/works/14597174-im-a-stem-role-model

Sponsor Sciences fairs, lunches, and social events to help integrate students into STEM Departments.Provide a welcoming student lounge open to all students to encourageinteraction outside of class.

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An example that works with men who make a difference

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Dr

Kaduki

Dr

Angeyo

Dr

Birech

FAWE’s conference on girls’ education in

Africa 23-24 August 2017, Lusaka- Zambia

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Thank you International Science

Programme

Students entering University

Graduates

First post for a newly qualified Msc/PhD holders

Researchers/Lecturers working in a highly positions than a newly qualified Msc/PhD holders Single highest gradePicture adapted from the article of Sibylle Günter entitled “STEM: The infamous leaky pipeline” https://www.euro-fusion.org/newsletter/leaky-pipeline/ FAWE’s conference on girls’ education in Africa 23-24 August 2017, Lusaka- Zambia

How can the University plug the holes in the Leaky pipeline at female faculty’s

level?

Hostile Climate in the Department:

The climate within the department is important for both male and female faculty, but research shows that a negative and hostile climate within the department affects more the female faculty over all satisfaction and they are more likely to consider leaving their position

Many women get lost on their way from a PhD student, to a post-graduate or even professorship. The issues holding them back are subtle and sometimes difficult to confront

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Bias Against Women: Universities should raise awareness about implicit and explicit bias against women and their threats. Even individuals who actively reject stereotypes often hold unconscious biases about women in STEM fields. Those stereotypes in a “hostile” male environment exclude women who also face significant isolation.

How can the University plug the holes in the Leaky pipeline at

female faculty’s level?

Lack of Mentors to connect or identify with: Formal and informal mentorship of junior faculty are important and crucial for integration, guidance and progress into STEM department.

Faculty work-life balance: Universities should provide ample support to women in STEM who want to start a family like flexible work hours, infrastructure and confidence to live their passion for science and break through the ceiling. Just give them the chance to pull the balance right.Ever-present Sexual harassment in academia: The universities should not fail their students or female faculty by not protecting them against sexual harassment and implement the principle of “if you see or hear something , say something” survivors of sexual harassment remain silent for so many reasons, isolation, shame, fear…..FAWE’s conference on girls’ education in Africa 23-24 August 2017, Lusaka- Zambia

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How can the University plug the holes in the Leaky pipeline at female faculty’s

level?

Career Opportunities: After ensuring that women stay in STEM, Universities should help female faculty progress in their career by providing research infrastructures, promote regional and international mobility/collaboration, help them disseminate their results by sponsoring their participation to conferences/workshops and also providing publication fees.

Create clear criteria for success and transparency: When the criteria for evaluation are vague or no objective measures of performance exist, an individual’s performance is likely to be ambiguous. When performance is ambiguous, people view women in STEM fields as less competent than men in those fields. Women and others facing bias are likely to do better in institutions with clear criteria for success, clear structures for evaluation, and transparency.

FAWE’s conference on girls’ education in Africa 23-24 August 2017, Lusaka- Zambia 14

Thank youAsanteni

sana!

FAWE’s conference on girls’ education in

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frica 23-24 August 2017, Lusaka- Zambia Members of Applied Laser and Spectroscopy GroupDepartment of Physics, UON

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Kelly, A. 1987,Science for girls? Philadelphia, PA: Open University PressKirkup, G., Zalevski, A., Maruyama, T. and Batool, I. (2010). Women and men in science, engineering and technology: the UK statistics guide 2010. Bradford: the UKRC.Murphy, P. and Whitelegg, E. (2006) Girls in the Physics Classroom: A Review of the Research on the Participation of Girls in Physics. London, Institute of PhysicsMurphy., P and Whitelegg., E (2006) ‘Girls and physics: continuing barriers to ‘belonging”, Curriculum Journal, 17: 3, 281 — 305Pell AN (1996). Fixing the leaky pipeline: women scientists in academia. Journal of animal science, 74 (11),Phipps, A. (2008). Women in Science, Engineering, and Technology: three decades of UK initiatives. Stoke on Trent: Trentham BooksPonchaud, B, The Girls into Physics project. School Science Review, March 2008, 89(328)Purvis, J. (1981) The double burden of class and gender in the schooling of working-class girls in nineteenth-century England 1800–1870, in: L. Barton & S. Walker (Eds) Schools, teachers and teaching (Barcombe, Falmer Press).Women in Science and Engineering (WISE). Accessed on 16/04/2011 <http://www.wisecampaign.org.uk/>Women in Science and Engineering Research Project. A publication by The Scottish Government.

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