the evolution of public policies in education, science and technologies in quebec
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Nadia Ghazzali, Prof., Ph.D. NSERC - Industrial Alliance Chair for Women in Science and Engineering in Quebec Department of Mathematics and Statistics www.chaire-crsng-inal.fsg.ulaval.ca. The evolution of public policies in Education, Science and Technologies in Quebec. April 20-21, 2009. - PowerPoint PPT PresentationTRANSCRIPT
Nadia Ghazzali, Prof., Ph.D. NSERC - Industrial Alliance Chair for Women in Science and Engineering in
Quebec
Department of Mathematics and Statistics
www.chaire-crsng-inal.fsg.ulaval.ca
The evolution of public policies in Education,
Science and Technologies in Quebec
April 20-21, 2009
Outline
A brief overview of the Chair Heroic times for women scientists Current situation: some statistics Why? A few thoughts
April 20-21, 2009
April 20-21, 2009
History of the Chair Natural Sciences and Engineering Research Council of
Canada(NSERC)
1989: National chair for women in engineering (Ms. Frize)
1995: Recommandations of the Ad Hoc Committee to encourage women in sciences and engineering
1997: Establishment of 5 Regional Chairs for women in sciences and engineering (British Columbia, Prairies, Ontario, Quebec, Atlantics)
April 20-21, 2009
Partners of the Chair
Natural Sciences and Engineering Research Council of Canada (NSERC) Improve the efforts to attract, maintain and to help the advancing of women in sciences and engineering
Industrial Alliance
Concerned by the workforce needs in their area of involvement
Laval University
Reflect their will and the will of the other universities in Quebec to facilitate the integration of women in sciences and engineering
April 20-21, 2009
Objectives of the Chair To stimulate further the interest of young women to
pursue careers in sciences and engineering To have a better understanding of the key factors
influencing the choices of careers among young girls
To intervene in the academic (colleges and universities) and workplace environments
To emphasize the role and leadership of women To increase the participation of women in positions
of authority To promote a positive climate facilitating the
recruitment of students for undergraduate and graduate studies in sciences and engineering
www.chaire-crsng-inal.fsg.ulaval.ca
April 20-21, 2009
History of women scientists in Quebec
« « Women in sciences and Women in sciences and engineering through history in engineering through history in QuebecQuebec» » (2008)
April 20-21, 2009
Beginning of the XXth century: Beginning of the XXth century: 2 main women role models2 main women role models
Reference to the emancipation of the English North American Women At the root of the revendications of the
women education, the occupational entry and the obtention of the Women right to vote
Reference to the French Christian feminism Based on Christian personal development
April 20-21, 2009
April 20-21, 2009
English women decades ahead of their time
Women admitted at McGill University since 1884
The Donaldas: Donaldas: nickname of women students from McGill
The firsts to obtain jobs at the University
They participated to major research projects
Between 1900 and 1910, about thirty women are working in the nuclear physics field
They earned less than men and are struggling to obtain their peers recognition
The interest for men in science, field more and more prestigious, led to a progressive exclusion of women
Heroic times for women scientists
Carrie Derick (1862-1941) Carrie Derick (1862-1941) Harriet Brooks (1876-1933)Harriet Brooks (1876-1933)
April 20-21, 2009
Firsts English Women DERICK, Carrie Pioneer in Plants Genetics
First full professor in Canada in 1912 (U. McGill) Bachelor of Arts1890, Master 1896
BROOKS, Harriet Physicist and professor
Author of researches about the radioactive decay of radium at the beginning of the XXth (U. McGill)
Bachelor of Math. and SN 1898 Master of sciences 1901
Heroic times for women scientists
French women entering by the back doorFrench women entering by the back door
Laval University is implicated for women higher education since 1908
It is only at the end of 1920 that women can finally have access to programs in universities
Between 1929 et 1945 Almost all women registered in cultural, service and teaching
programs Only 6 women registered in sciences programs
The percentage of women increases from 0.6% in 1929 to 21% in 1945 Widen the offer of courses (pedagogy 1943) Obtention of the Women right to vote(1941) Compulsory education(1943)
April 20-21, 2009
Marcelle Gauvreau (1907-1968) Marie Gérin-Lajoie (1890-1971)
April 20-21, 2009
Firsts French Women
GAUVREAU, Marcelle (Fée des fleursFée des fleurs) 1907-1968 Botanist and popularizer, License in natural sciences Founder of the School of Awakening (École de l’Éveil) (1935) Writer of the catalogue of Canada's algae (1933) Columnist for the Young Naturalists Club in the journal L’Oiseau bleu
GÉRIN-LAJOIE, Marie 1st graduated of the women classical education(1911) 1st French-Canadian obtaining a Bachelor of Arts Top in her school that year – the information was not public Upgraded her educational skills in social work in USA(1918) Founder of the Notre-Dame du Bon-Conseil Institute (1923)
Social centers, playgrounds et housing facilities
Women Classical Colleges
In the catholic environments: the ultimate fear to see women femmes access to the humanities and imitate access to the humanities and imitate menmen
Government of Quebec funds Men Classical Colleges (1922) Women Classical Colleges (1961)
Home economics education became systematic Schools of happiness
April 20-21, 2009
First step towards universityFirst step towards university
World War II
National Resources Mobilization Act-1940
(Women mecanics, electricians, welders, etc)
About 150 women soldiers go to the University
Desire of freedomDesire of freedom
Tax laws penalize men whose wives are still working
Child care centers are dismantled
April 20-21, 2009
A stepping stone for womenA stepping stone for women
World War II
Home economics education looses its popularity (1956)
Between 1954 et 1962: 15 woman classical colleges, two of them led by lay people
In 1964, the Parent Report recommands Right for girls to an educational identical to the boys
education Classes opening for men and women Free education for all
April 20-21, 2009
A stepping stone for womenA stepping stone for women
The « Révolution tranquille »
Secularism of the institution and the society (1960)
Gradual acceptation of paid work for women but not yet integration in non-traditional field
Establishment of the MEQ, the CEGEPs, the UQ network
Abrogation of the classical colleges, normal schools and schools of domestic science
Free education for the collegial level
In 1968, 17 women engineers, 150 lawyers, 7 architects, 2 psychoanalysts, 6 urbanists
April 20-21, 2009
University for allUniversity for all
Current situation
Some statistics
April 20-21, 2009
CURRENT SITUATION IN QUEBECPRE-UNIVERSITY COLLEGE PRE-UNIVERSITY COLLEGE 2000-2004 Program Details 2000 2001 2002 2003 2004
Sciences
Men
Women
Total (♂+♀) (3)
% (3)/ (1)
% ♀/(2)
% ♀/ (3)
♂: 10 938
♀: 10 740
T: 21 678
19.6 %
17.6 %
49.5 %
♂: 10 517
♀: 10 763
T: 21 280
19.5 %
17.6 %
50.6 %
♂: 10 103
♀: 10 399
T: 20 502
18.8 %
16.9 %
50.7 %
♂: 10 190
♀: 10 139
T: 20 329
18.6 %
16.4 %
49.9 %
♂: 10 153
♀: 10 001
T: 20 154
18.4 %
16.1 %
49.6 %
HumanSciences
Men
Women
♂: 15 467
♀: 21 920
♂: 15 238
♀: 21 395
♂: 16 022
♀: 21 835
♂: 16 666
♀: 22 400
♂: 17 290
♀: 22 248
Biological techniques
Men
Women
♂: 3 590
♀: 13 420
♂: 3 524
♀: 14 756
♂: 3 518
♀: 15 323
♂: 3 553
♀: 15 633
♂: 3 599
♀: 15 907
Physical techniques
Men
Women
♂: 14 226
♀: 2 870
♂: 13 853
♀: 2 635
♂: 12 956
♀: 2 383
♂: 12 162
♀: 2 227
♂: 11 431
♀: 2 247
Art, letters and multiple
Men
Women
♂: 5 081
♀: 12 075
♂: 4 850
♀: 11 700
♂: 4 960
♀: 11 493
♂: 5 132
♀: 11 438
♂: 5 304
♀: 11 564
TotalWomen (2)
Total (1)
♀: 61 025
T: 110 327
♀: 61 249
T: 109 231
♀: 61 433
T: 108 992
♀: 61 837
T: 109 540
♀: 61 967
T: 109 744
Source : Statistique de l’éducation 2006
April 20-21, 2009
CURRENT SITUATION IN QUEBEC
Undergraduate University StudiesUndergraduate University Studies 1999-2007
April 20-21, 2009
8 688
9 943
12 957
13 272
7 754
2 7992 9402 160598
13 363
8 665
14 102
13 202
8 918
3 0782 4992 4121 104
13 489
8 396
14 914
13 544
9 596
2 8772 5152 5501 031
2 146
19 450
6 455
3 604
6 699
1 5071 0481 451440
2 694
20 871
6 727
3 803
8 164
1 6548541 423630
2 871
20 472
7 494
4 114
8 626
1 6539261 430529
0
10 000
20 000
30 000
40 000
50 000
60 000
70 000
No
mb
er
of
stu
den
ts
F1999 F2005 F2007 M1999 M2005 M2007Health sciences Science and engineering Human sciences
Education Administration ArtsLetters Law Multisectorial studies
61 111
68 912
42 800
48 115
F : FemaleM : Male67 343
46 820
CURRENT SITUATION IN QUEBECUndergraduate University StudiesUndergraduate University Studies 1999-2007
Sector of study Year Men WomenTotal
(Men and Women)
All1999 42 800
12.4 %
61 111
12.8 %103 911
12.6 %2007 48 115
68 912
117 027
Science and Engineering
1999 19 450 5.3 %
9 943 15.6 %
29 393 1.8 %
2007 20 472 8 396 28 868
Health Sciences1999 2 146
33.8 %8 688
55.3 %10 834
51.0 %2007 2 871
13 489
16 360
Science and Engineering
and
Health Sciences
1999 21 596
8.1 %
18 631
17.5 %
40 227
12.4 %2007 23 343
21 885
45 228
April 20-21, 2009
Undergraduate University Studies in Quebec
PERCENTAGES OF PERCENTAGES OF MALE STUDENTSMALE STUDENTS 1999-2007
Sector of study 1999 2005 2007
Health sciences 5.0 % 5.8 % 6.0 %
Science and Engineering 45.4 % 44.6 % 42.5 %Human sciences 15.1 % 14.4 % 15.6 %
Education 8.4 % 8.1 % 8.6 %
Administration 15.7 % 17.4 % 17.9 %
Arts 3.5 % 3.5 % 3.4 %
Letters 2.4 % 1.8 % 1.9 %
Law 3.4 % 3.0 % 3.0 %
Multisectorial studies 1.0 % 1.3 % 1.1 %
April 20-21, 2009
Undergraduate University Studies in Quebec
PERCENTAGES OF PERCENTAGES OF FEMALE STUDENTSFEMALE STUDENTS 1999-2007
Sector of study 1999 2005 2007
Health sciences 14.2 % 19.8 % 19.6 %
Science and Engineering 16.3 % 12.9 % 12.2 %Human sciences 21.2 % 20.9 % 21.6 %
Education 21.7 % 19.6 % 19.7 %
Administration 12.7 % 13.2 % 13.9 %
Arts 4.6 % 4.6 % 4.2 %
Letters 4.8 % 3.7 % 3.6 %
Law 3.5 % 3.6 % 3.7 %
Multisectorial studies 1.0 % 1.6 % 1.5 %
April 20-21, 2009
Number of graduate students in Quebec (Master’s degree) 1999-2007
2 590
477392940
3 499
1 1951 241
1 815246
3 589
5963751 019
3 687
1 672
1 292
2 595
395
3 845
620443
1 057
3 659
1 770
1 311
2 512
410
3 551
2903483922 152
644448
3 561
199
4 802
373297427
2 233
679367
5 092
321
4 772
3922574352 196
658375
4 681
275
0
2 000
4 000
6 000
8 000
10 000
12 000
14 000
16 000
18 000
20 000
Nom
bre
d'ét
udia
nts
F1999 F2005 F2007 H1999 H2005 H2007
Administration Arts Droit
Lettres Sc. humaines Sc. de la santé
Éducation Sciences et génie Études plurisectorielles
12 395
15 627
11 585
14 041
F : FemmesH : Hommes
15 22014 591
April 20-21, 2009
Graduate students in Quebec (Master’s degree), PERCENTAGES OF PERCENTAGES OF FEMALE FEMALE STUDENTSSTUDENTS, 1999-2007
Secteurs 1999 2005 2007
Administration 20,9 % 23,6 % 24,6 %
Arts 3,8 % 3,9 % 4,0 %
Droit 3,2 % 2,5 % 2,8 %
Lettres 7,6 % 6,7 % 6,8 %
Sc. humaines 28,2 % 24,2 % 23,4 %
Sc. de la santé 9,6 % 11,0 % 11,3 %
Éducation 10,0 % 8,5 % 8,4 %
Sciences et génie 14,6 % 17,0 % 16,1 %Études plurisectorielles 2,0 % 2,6 % 2,6 %
April 20-21, 2009
Number of graduate students in Quebec (Doctorate’s degree) 1999-2007
16210253408
1 533
51836676338
28218788422
1 995
866
389
1 201
86
310217112398
2 255
1 032
388
1 356
90
2818455257
1 245
523193
2 005
58
41816381245
1 476
631199
3 035
101
41420698231
1 525
731221
3 271
114
0
1 000
2 000
3 000
4 000
5 000
6 000
7 000
8 000
9 000
No
mb
re d
'étu
dia
nts
F1999 F2005 F2007 H1999 H2005 H2007
Administration Arts Droit
Lettres Sc. humaines Sc. de la santé
Éducation Sciences et génie Études plurisectorielles
3 943
6 158
4 701
6 811
F : FemmesH : Hommes
5 516
6 349
April 20-21, 2009
Graduate students in Quebec (Doctorate’s degree), PERCENTAGES OF PERCENTAGES OF FEMALE FEMALE STUDENTSSTUDENTS, 1999-2007
Secteurs 1999 2005 2007
Administration 4,1 % 5,1 % 5,0 %
Arts 2,6 % 3,4 % 3,5 %
Droit 1,3 % 1,6 % 1,8 %
Lettres 10,3 % 7,7 % 6,5 %
Sc. humaines 38,9 % 36,2 % 36,6 %
Sc. de la santé 13,1 % 15,7 % 16,8 %
Éducation 9,3 % 7,1 % 6,3 %
Sciences et génie 19,4 % 21,8 % 22,0 %Études plurisectorielles 1,0 % 1,6 % 1,5 %
April 20-21, 2009
Profile for undergraduate and graduate students in Quebec Universities, 1999-2007
Applied sciences Sciences Engineering
Women
1st cycle
2nd and 3rd cycles
Women
1st cycle
2nd and 3rd cycles
Women
1st and 2nd cycles
3rd cycle
Men
1st cycle
2nd and 3rd cycles
Men
1st cycle
2nd and 3rd cycles
Men
1st and 2nd cycles
3rd cycle
April 20-21, 2009
NOTE : 1ST cycle : undergraduate studies, 2nd cycle : Master’s degree, 3rd cycle : Ph. D.
Situation of Women in Engineering in Quebec
In the workplace:
Women in Quebec represented in 2001, less than 15 % of professionals in Engineering (MDEIE, 2004)
In Canada, women engineers hold about 12 % of positions for the profession (CCWESTT, 2008)
♀ studying in Engineering at the graduate level are
more likely than ♂ to leave the field after their graduation and not to be working in Engineering (Powell and coll. 2004)
April 20-21, 2009
Factors linked to the numerical weakness of Women in Sciences
and Engineering
1. School environment
2. Family environment
3. Stereotypes and perceptions
4. Culture, atmosphere and relationships
5. Work-family articulation
6. Discrimination
April 20-21, 2009
Institutional and social mechanisms of exclusion and self-exclusion
In high school In the University In the Workplace
Institutional/socialmechanismsof exclusion (explicit or subtle)
loss of interest for mathematics and physics (14-15)
dropout for boys learning strategies between
boys and girls influence of school staff and
parents
lack of personal financial resources or of adequate child care
expectations of society different than towards men
biological clock subtle discrimination
work-family articulation expectations (availability,
mobility) biases emphasize on valuing men’
work weak institutional support
Mechanismsof self-exclusion
misunderstanding the occupations
lack of role models sensitivity to biases and friends
stereotypes self-actualization individual aspirations
(weak sense of purpose)
environment reflecting competition values (power fights)
Identity conflicts
April 20-21, 2009
April 20-21, 2009
A few thoughts
Is there a disengagement of youth for sciences and engineering?
Is it by lack of interest that young people are abandoning this field?
Do we have to adjust our sciences teaching methods?
How can the school environment can react towards this issue?
Are the needs and aspirations of young people, at the professional level, well-understood?
What is the government position on the issue and what are the actions done?
April 20-21, 2009
A few thoughts
Have the parents a role to play in the development of the scientific interest of their child?
Is it a question of sciences perception?
Do people intervening with young people in sciences have to modify their approach?
Shouldn’t we «humanize» the profession?!
Which type of intervention are counselors developing to help young people in their career paths?
What are the possible effects on the economy of the country?