SET Report and Summit
Anna Robinson
I was invited to the launching of the SET (Science
Engineering and Technology)
for Life Report by the (then) ACT Chief Minister, Gary Humphries, and
Professor Sheryle Moon on 4 September 2001. The report was undertaken by the
University of Canberra and is the result of a comprehensive survey of Year 9
and 10 students in the ACT to evaluate:
(a) the current participation of this group in the
Science Engineering and Technology disciplines,
(b) the image and culture of SET amongst this group and
(c) influences
on the decision making process in subject and career choices.
The project was initiated because women continue to be under-represented in science, engineering and technology courses and careers. This report included views of young men in order to provide insight into why males do choose to study the units they do and why females do not and vice versa. Copies of the report are available from Professor Meredith Edwards, Deputy Vice Chancellor, University of Canberra. Following release of the Report, a Summit was held on 6 September, and brought together key stakeholder groups to review the recommendations of the SET for Life Report.
Some of the salient points from both the recommendations and discussion groups:
· The ACT Government be requested to form an Advisory Committee to report on all programs to leverage current activities in the SET career arena
· That the Advisory Committee work with educational groups to develop programs that promote inclusive curricula and culture in secondary institutions and University undergraduate courses, in particularly demonstrating social and life relevance of those courses
· Work to renew focus on maths and science in school curricula
· Install mechanisms which would facilitate more information flow between schools, workforce, industry associations and stakeholder groups for more organised and accessible work experience placements and more informed career choices
· Use databases like PINTO and A Taste of Industry to provide insight into careers
· Develop a database of SET professionals who are willing to speak at schools and career fairs
· Devise project work so that students see a range of technology uses and careers
· Develop role models in the image that appeals to the Year 9 and 10 students: younger females, well dressed, assertive, socially active and professional – and well paid.
· Recommendation 12: That the Advisory Committee determine a method to promote SET careers through the popular media such as television and radio, in a popular format with which young people will identify.
We particularly discussed Recommendation 12 at our recent ACT WISENET lunch
and no-one could think of any scientists, let alone female scientists,
portrayed as characters in any of the popular television series, radio
culture, TV commercials, soap operas, films or videos. Scientists did not
even feature as parents or relations in peripheral roles. Yet the impact of
this type of exposure is becoming quite evident.
Shayla Bosnia, a Year 12 ACT student who spoke at the Summit said that a lot of girls wanted to be doctors as the result of television programs like ER. The characters there that the girls could relate to “seemed so happy and had so much control over everything”. We can see this analogy in the legal environment where female lawyers/judges/police are very well represented and reflected in television series such as The Bill, Law and Order, Judge Judy and even SeaChange. All show women in respected, influential positions There is now even an increased demand for courses in Forensic Sciences (see University handbooks), apparently as the result of the number of younger female pathologists being cast in television series (Silent Witness, The District, Inspector Morse) and in books written by authors such as Patricia Cornwell and Kathy Reichs.
What is different about these characters that makes them so attractive to young women. Perhaps the answers lie in the analyses presented by The Women in Science, Engineering and Technology Advisory Group to Department of the Prime Minster and Cabinet (WISET 1995:3) regarding women in SET disciplines. Common elements in this behaviour by men and boys is that it represents a strong sense of masculine ownership of the whole ares of SET, as an area of knowledge, as an area of research and as an area of employment. A second characteristic of the behaviour is that is consistently emphasises solidarity and shared identity, values and interests between men and boys in such a way that it excludes, alienates, marginalises and isolates girls and women who are by definition, the outsiders.
Using the media to (albeit fictionally) present an alternative way of dealing with this situation may be a most valuable exercise. It is clear that some positive imaging is needed for scientists in general anyway – for males and females. It sounds like a perfect opportunity for many potential writers of scientific reality (rather than fiction?) to get together and tell some stories that will translate well to this receptive young audience. Instead of progressively trying to change the scientific environment slowly by small increments, here is an excellent opportunity to use intelligent interception to present science as it could be.
One particularly poignant aspect of this investigation was that students in both Victoria and ACT said they did not have sufficiently relevant information sources to assist them early enough in making career choices. Decisions being made about what subjects to choose in later school years to prepare them for ongoing studies were based on what was available to them rather than what actually exits. The studies found that both parents and career advisers in schools lack confidence in providing guidance and advice to young people about their options outside of their immediate experience. The changes in technology are occurring so rapidly that no-one seems to have a clear picture of the world beyond their personal experience will be.