Gender and science: Career pathways of women choosing male-dominated majors and experience of departmental climate at the University of Iceland

Abstract

In spite of the fact that women comprise
the majority of students (66%) at the University
of Iceland, the fields of math, physics,
engineering and computer science are
the last male strongholds where women
constitute only 15-34% of the student body
(University of Iceland, 2010). This has
raised concerns about equality policies
and practices within the university (Auður
Magndís Leiknisdóttir et al, 2009) and gendered
occupational and educational choices
in general in Iceland (Forsætisráðuneytið,
2004).
In the choice of college major the individual
is subject to the influences of socialization
taking place within the gendered
social context offered by a predominantly
patriarchial social structure (Anderson,
1997; Gunter, 1995; Lindsey, 1994). Nancy
Betz (2005) has emphasized that individuals
face barriers related to social structure,
socialization and psychological factors
that hinder them in making untraditional
career choices for their gender. However,
supportive factors may also facilitate these
choices. A recent study done in the US
shows that the main barriers in the choices
of engineering for women are: lack of information
about the occupation, feeling of
alienation in advanced math courses, selfefficacy
beliefs, lack of female role models,
and career counseling. The factors that
facilitated their non-traditional choices,
in contrast, were academic achievement
and interest in math and sciences, good
teachers, encouragement, role models, and
good job opportunities (Wentling & Camacho,
2008).
It is not sufficient to focus on individual
choices and perceive science and technology
as value free or just as a set of skills
and attitudes women need to master. Henwood
(2000) has suggested that it is important
to study the culture that is dominant
within these fields and how they relate to
the greater power structure in the patriarchy
(Greenfield, et al., 2002). The major
purpose of the present study was therefore
to test whether women enrolled in maledominated
majors in the School of Engineering
and Natural Sciences had encountered
barriers and supportive factors while
making educational choices and how they
had experienced the atmosphere and instructional practices of the male-dominated
departments. A focal point related to
the fact that these women had chosen to
enter fields of study that are traditionally
male dominated.
Method
After soliciting students via email a webbased
questionnaire was administered
to 185 enrolled students (139 men and 46
women) in the departments of math, physics,
engineering and computer science. The
questionnaire was split into four parts: 1.
Factors that influenced their educational
choices, attitudes and math experiences, 2.
Experiences of the dominant culture in the
discipline‘s instructional practices, 3. Attitudes
towards gender issues, 4. Students’
expectations after graduation.
Results and discussion
The results showed that women who
have chosen these non-traditional majors
are high academic achievers and have
strong self-efficacy beliefs in mathematics.
Despite this they need more encouragement
and various types of support to
make such choices compared to their male
counterparts. More women than men also
replied that having a role model was very
important. The women were more interested
in maths than the men and they also
considered themselves better prepared to
study science at the university. They were
in general satisfied with the instructional
practices, and men and women had similar
expectations concerning jobs and salaries
after graduation. However, there were
signs of conflict in their attitude towards
gender issues, in which women experienced
to a lesser extent than men respect,
recognition and equality of treatment
within their respective departments. This
finding may indicate that the identification
of the women with the dominant culture
in their respective departments was
not totally successful. The results have implications
for equality policy and practices
within the university and can be useful
for the respective departments in creating
programmes that attract women and men
more equally. They also have implications
for career counsellors and educators that
need to support and encourage women to
enter male-dominated fields.