WISENET Journal 34, March 1994, pp. 21-23.
Lesley Warner was born in the pre-war period in New Zealand, her father a Post Office clerk and her mother a trained primary school teacher. Her grandfather influenced her and the family's understanding of education through a philosophical view that encouraged the academic achiever in the family, no matter the gender, to continue with study and attain their potential.
Entering the University of Otago in the 1950's, Lesley completed a degree in Home Science which offered a four year study program, of a broad theoretical practical kind. The course provided opportunities to study subjects including Anatomy, Chemistry, Physics, Zoology, Biochemistry, Food Chemistry and Nutrition, as well as Domestic Science subjects. In the third and fourth years she chose Zoology, preferring science to sewing.
Otago is a University town, with traditions established for a hundred years in the University. 'All of the first-year science students not living in Dunedin were required to live on campus in hostel accommodation. In those days students had an 11.00 pm curfew, you signed in and out, and had to state where you where intending to go and what time you expected to return. We had formal meals at the hostel where students practised hospitality skills and were assigned to various tasks and table duties. Although there were no formal support or counselling services available on campus, the Home Science course had an internal support system structured on "grand-daughter" mentoring. Older students made links and friends with younger students and assisted in their orientation to university life.'
University life in the 1950's was very different to what it is today. 'I was terrified by Head of Department.' Relationships between students and lecturers followed more formal patterns. 'There was little personal interaction, and students would never go and knock on a lecturer's door to ask questions. All learning was expected to be done in the domain of the laboratory or classroom. If you had questions, it was there that they were asked.'
In subjects such as Physics there was limited support to young female students, many of whom had not studied physics in later secondary school. Realising female students' needs, the School of Home Sciences arranged extra tutorials in physics. The tutor was 'an elderly, retired single women who had lived and breathed physics for years ... her tutorial sessions were like a trial of the lambs,' Lesley remembers. 'I suppose these women had been through the academic system, struggling with oppressive attitudes and values, developing their research and teaching in their field of expertise. They had no patience with younger women.'
Discouragement for women to pursue science and scientific courses is usually embedded in very subtle organisational practices. Lesley recalled that in the physics classes the Home Science students were placed in a small rotational sub-group, and were expected to do lab pracs four weeks in advance of the theory being taught. It is certainly interesting that a teaching institution would adopt this strategy as a sound basis for learning.
After finishing her degree Lesley married and had a child. She then decided to complete a second degree in science, with a major in Zoology. Lesley recalls 'in those days the University enrolment forms did not have a place to circle Mrs. It was either Mr. or Miss. Really it is not all that long ago'.
After completing her Masters in Science, maintaining a part-time job and parenting, Lesley and her husband decided to move to London, where he was able to further his study in dentistry. During this time Lesley worked in a Dental Pathology Laboratory at the University College hospital. 'Unfortunately many women interrupt their academic and career paths to support a partner's academic pursuits. This can lead to nomadic, spasmodic, and irregular employment which can impede the progress of women in scientific or for that matter any academidresearch positions.'
When they finally returned to New Zealand, Lesley's husband was not able to find suitable employment and the family relocated in Adelaide. Lesley became determined to achieve her own financial security and decided to have an independent income, 'no matter how small the income was. This was really important to me at the time. There was pressure on me to justify every item of expenditure, and I wanted to be able to make some financial choices of my own'.
During this time Lesley decided to revitalise her interest in academic study, knowing that her qualifications were in need of upgrading. 'One day I wandered into the Head of Department and enquired about my doing my PhD. There was not a lot of women studying at this level. The Head of Department was not overly enthusiastic. However he was prepared to consider my enrolment if I could find somebody to supervise my studies. At this time I had no burning projects in mind.' The HoD actually asked around the department for a supervisor and found a woman, only qualified at Master's level, who had a project and finances that could support a researcher. She had been funded to investigate the lifecycle of nematodes in the Kangaroo Island wallaby. Thus began Lesley's journey in parasitology.
While there are many disciplines within parasitology, Lesley's focus has been primarily on Australian native animals. 'It is an "unseen" world and as a parasitologist your scientific endeavours are focused on trying to sort out systems and patterns within the host-parasite dynamic. Parasitologists find out what, where and how the interactions and interrelationships occur. Australia has a unique history in that it has remained isolated, i.e., "geoparasite isolation", from the rest of the world. During this time there have been spectacular evolutionary changes as the habitats of native wildlife change and met the pastured grazing lands. The origins and impact of introduced parasites have thus far proved to present complex issues and patterns. One wonders what impact parasites - whether introduced or otherwise - have had on the ecology and survival of Australia's native animal population.'
'I remember in the early days of my research having to deal with my primary supervisor, a man, who did not particularly want a married women student. His uninformed prejudice was centred around his own doubts as to whether women could dedicate themselves and focus on an intense schedule'.
Although Lesley describes a marital relationship in which she had to take primary responsibility for her children's care, and all of the domestic duties, she was able to integrate her personal commitment and study program to achieve her PhD. She was able to apply for a University Research Scholarship which was awarded on her academic record. 'I wasn't overly penalised nor discriminated against by having a break in my career.'
Lesley, like other women, has proved to be a model and pioneer within the academic domain. Her understanding of the issues that confront women who wish to enter university study or continue to pursue academia, was later turned into a unique equity proposal that was adopted by the University of Central Queensland. Lesley pursued funding and support for the program 'Women into Science and Technology' (WIST). The basis of this program recognises the unique and complex issues that women face when entering or reentering university. The birth of this program created opportunities for women to enter the science disciplines, a domain that has been traditionally male dominated.
The determination of women like Lesley assists in bringing women's skills and understanding and experiences into the scientific disciplines. Her story certainly outlines some of the issues of inequality that academic women are confronted with today. As more women's stories are told, the experience of women in the sciences is validated and will allow women to isolate what needs to be done to change the past and search for ways in which women can broaden their contribution to science.
Lesley believes that 'it is important that young women begin to plan their career as early as is possible and make choices to achieve their plans. We know historically that women have not always been encouraged to enter science careers. All women need to persevere with their goals and find active support from their peers.'