Difference between revisions of "Team:TrinityCollegeDublin/GenderInequality"
Marlenne94 (Talk | contribs) |
Marlenne94 (Talk | contribs) |
||
| Line 244: | Line 244: | ||
<p> | <p> | ||
<h2><b>WHAT IS THIS?</b></h2> | <h2><b>WHAT IS THIS?</b></h2> | ||
| − | <br><br> | + | <br><br><br> |
A comprehensive study of gender (in)equality in Malaria. | A comprehensive study of gender (in)equality in Malaria. | ||
| − | <br> | + | <br><br> |
When observing Malaria’s epidemiological facts, we found that women and men are not always affected equally. The origins of this difference happened to be mainly cultural. | When observing Malaria’s epidemiological facts, we found that women and men are not always affected equally. The origins of this difference happened to be mainly cultural. | ||
| − | <br> | + | <br><br> |
This brought us to self-reflect on our world of Science & Engineering as well as our community here at Trinity College, Dublin. | This brought us to self-reflect on our world of Science & Engineering as well as our community here at Trinity College, Dublin. | ||
| − | <br> | + | <br><br> |
We used a quantitative approach: a database was gathered to depict sex ratio in Trinity’s academic staff as well as students. | We used a quantitative approach: a database was gathered to depict sex ratio in Trinity’s academic staff as well as students. | ||
| − | <br><br><br> | + | <br><br><br><br> |
<h2><b>IN SCIENCE, TECHNOLOGY & ENGINEERING</b></h2> | <h2><b>IN SCIENCE, TECHNOLOGY & ENGINEERING</b></h2> | ||
| − | <br><br> | + | <br><br><br> |
As much as we would like to see even numbers of representatives of each gender in any work place, fields of engineering, science, technology and mathematics are not those places-not yet anyway. Why is that so? We will look at some global statistics as well as statistics from our own college to seek an answer to this question. | As much as we would like to see even numbers of representatives of each gender in any work place, fields of engineering, science, technology and mathematics are not those places-not yet anyway. Why is that so? We will look at some global statistics as well as statistics from our own college to seek an answer to this question. | ||
| − | <br> | + | <br><br> |
| − | General picture:<br> | + | General picture:<br><br> |
<ul> | <ul> | ||
<li>Women earn less than men.</li> | <li>Women earn less than men.</li> | ||
<li>Ten years ago 47% of new entrants into maths, science and computing courses at university level were women. However, the number has fallen down to 40% by 2013.</li> | <li>Ten years ago 47% of new entrants into maths, science and computing courses at university level were women. However, the number has fallen down to 40% by 2013.</li> | ||
<li>Less than 7% of positions in technology in Europe are occupied by women.</li></ul> | <li>Less than 7% of positions in technology in Europe are occupied by women.</li></ul> | ||
| − | <br><br> | + | <br><br><br> |
<b>At Trinity College Dublin:</b> | <b>At Trinity College Dublin:</b> | ||
| − | <br><br> | + | <br><br><br> |
| − | <div class="centre"><img src="https://static.igem.org/mediawiki/2015/9/9a/TrinityDublin15_GenderInequalityGraph.png" width="50%"></div><br><br> | + | <div class="centre"><img src="https://static.igem.org/mediawiki/2015/9/9a/TrinityDublin15_GenderInequalityGraph.png" width="50%"></div><br><br><br> |
<ul> | <ul> | ||
<li>Women account for 39% of all academic staff in College, but only 22% of academics in the Faculty of Engineering, Maths & Science (Annual Equality Monitoring Report 2011-12).</li> | <li>Women account for 39% of all academic staff in College, but only 22% of academics in the Faculty of Engineering, Maths & Science (Annual Equality Monitoring Report 2011-12).</li> | ||
| Line 273: | Line 273: | ||
<li>At Professor and Associate Professor Level, the School of Linguistic, Speech & Communication Sciences has 25% women, while the School of Medicine fares slightly better at 37%. </li> | <li>At Professor and Associate Professor Level, the School of Linguistic, Speech & Communication Sciences has 25% women, while the School of Medicine fares slightly better at 37%. </li> | ||
<li>However, 4 Schools achieve a 50/50 balance among these senior positions. They are the School of Education, School of Law, School of Pharmacy & Pharmaceutical Sciences, and the School of Social Work and Social Sciences.</li></ul> | <li>However, 4 Schools achieve a 50/50 balance among these senior positions. They are the School of Education, School of Law, School of Pharmacy & Pharmaceutical Sciences, and the School of Social Work and Social Sciences.</li></ul> | ||
| − | <br> | + | <br><br> |
The two main barriers that exist for women to succeed in STEM are ‘unconscious bias’, which causes undervaluation of women, and the fact that women are expected to take care of the household, and have bigger family obligations. | The two main barriers that exist for women to succeed in STEM are ‘unconscious bias’, which causes undervaluation of women, and the fact that women are expected to take care of the household, and have bigger family obligations. | ||
| − | <br> | + | <br><br><br> |
Moreover, media pictures beauty and style as the most important aspect of life, which turns young girls away from seeking a career in science, technology or maths as they’re not as glamorous. Prof Christine Loscher, director of Dublin City University’s Health Technologies Research and Enterprise Hub wrapped up the goals of today’s female society in a one simple sentence: ‘I do think that teens today are living in a world where image is more important than it has ever been.’ Hence, women predominate fields that are considered ‘feminine’ such as nursing, psychology, biology, pedagogy and letters. In fact, more than 70% of places in those areas are occupied by women. However, fields of physics, engineering and astronomy were traditionally considered ‘masculine’ and remain so till this day. Nonetheless, a balance of genders is seen in graduates in medicine, administration, law, and veterinary medicine. | Moreover, media pictures beauty and style as the most important aspect of life, which turns young girls away from seeking a career in science, technology or maths as they’re not as glamorous. Prof Christine Loscher, director of Dublin City University’s Health Technologies Research and Enterprise Hub wrapped up the goals of today’s female society in a one simple sentence: ‘I do think that teens today are living in a world where image is more important than it has ever been.’ Hence, women predominate fields that are considered ‘feminine’ such as nursing, psychology, biology, pedagogy and letters. In fact, more than 70% of places in those areas are occupied by women. However, fields of physics, engineering and astronomy were traditionally considered ‘masculine’ and remain so till this day. Nonetheless, a balance of genders is seen in graduates in medicine, administration, law, and veterinary medicine. | ||
| − | <br><br> | + | <br><br><br> |
The future of women in Science, Technology, Engineering and Mathematics (STEM) is promising. Companies such as SFI (Science Foundation Ireland) are currently working on emending and attenuating any factors, such as the ‘traditional’ outlook, that would limit the amount of women pursuing those degrees/careers. | The future of women in Science, Technology, Engineering and Mathematics (STEM) is promising. Companies such as SFI (Science Foundation Ireland) are currently working on emending and attenuating any factors, such as the ‘traditional’ outlook, that would limit the amount of women pursuing those degrees/careers. | ||
| − | + | <br><br><br><br> | |
</body> | </body> | ||
</html> | </html> | ||
Revision as of 23:22, 18 September 2015
Gender Inequality
WHAT IS THIS?
A comprehensive study of gender (in)equality in Malaria.
When observing Malaria’s epidemiological facts, we found that women and men are not always affected equally. The origins of this difference happened to be mainly cultural.
This brought us to self-reflect on our world of Science & Engineering as well as our community here at Trinity College, Dublin.
We used a quantitative approach: a database was gathered to depict sex ratio in Trinity’s academic staff as well as students.
IN SCIENCE, TECHNOLOGY & ENGINEERING
As much as we would like to see even numbers of representatives of each gender in any work place, fields of engineering, science, technology and mathematics are not those places-not yet anyway. Why is that so? We will look at some global statistics as well as statistics from our own college to seek an answer to this question.
General picture:
- Women earn less than men.
- Ten years ago 47% of new entrants into maths, science and computing courses at university level were women. However, the number has fallen down to 40% by 2013.
- Less than 7% of positions in technology in Europe are occupied by women.
At Trinity College Dublin:
- Women account for 39% of all academic staff in College, but only 22% of academics in the Faculty of Engineering, Maths & Science (Annual Equality Monitoring Report 2011-12).
- At present, 8 out of the 25 Heads of School in College are women.
- At Professor and Associate Professor Level, the School of Linguistic, Speech & Communication Sciences has 25% women, while the School of Medicine fares slightly better at 37%.
- However, 4 Schools achieve a 50/50 balance among these senior positions. They are the School of Education, School of Law, School of Pharmacy & Pharmaceutical Sciences, and the School of Social Work and Social Sciences.
The two main barriers that exist for women to succeed in STEM are ‘unconscious bias’, which causes undervaluation of women, and the fact that women are expected to take care of the household, and have bigger family obligations.
Moreover, media pictures beauty and style as the most important aspect of life, which turns young girls away from seeking a career in science, technology or maths as they’re not as glamorous. Prof Christine Loscher, director of Dublin City University’s Health Technologies Research and Enterprise Hub wrapped up the goals of today’s female society in a one simple sentence: ‘I do think that teens today are living in a world where image is more important than it has ever been.’ Hence, women predominate fields that are considered ‘feminine’ such as nursing, psychology, biology, pedagogy and letters. In fact, more than 70% of places in those areas are occupied by women. However, fields of physics, engineering and astronomy were traditionally considered ‘masculine’ and remain so till this day. Nonetheless, a balance of genders is seen in graduates in medicine, administration, law, and veterinary medicine.
The future of women in Science, Technology, Engineering and Mathematics (STEM) is promising. Companies such as SFI (Science Foundation Ireland) are currently working on emending and attenuating any factors, such as the ‘traditional’ outlook, that would limit the amount of women pursuing those degrees/careers.