TheCity

Tag: STEM

  • Lost in the Sy-Stem

    Lost in the Sy-Stem

    Niamh Cullen pictured with some male engineering students in UCD

    In 2019, the Understanding Gender Differences in Stem study found that the Leaving Certificate subject choice of girls strongly influences whether they will study science, technology, engineering and mathematics (Stem) at the third level.

    It was recorded in 2016 that less than 1% of girls studied higher level engineering as a Leaving Cert subject in Ireland, in comparison to one in six boys. 

    One of the biggest issues connected to the lack of women studying engineering and other Stem subjects is how difficult these subjects are to access in all-girls secondary schools because the classes are not provided for them. 

    In 2019, 55.7% of all-girls secondary schools offered Stem related subjects, other than maths or science, compared to 95% of all-boys secondary schools offering the same subjects for the state exams.

    “We’re not encouraged to study the subjects that you encounter for the course,” says Niamh Cullen, a masters engineering student at University College Dublin, who previously attended an all-girls secondary school.  

    “We’re not encouraged to study the subjects that you encounter for the course”

    Niamh Cullen

    “Personally, I feel that my secondary school did absolutely nothing to encourage girls to do engineering or barely even science,” Cullen states. 

    “Boy schools get offered technical graphics engineering, which is a Leaving Cert subject, or even woodwork, but, I haven’t come across a single girls school in my area that offers that,” Cullen continues.

    A representative from the Department of Education also adds, “Generally, subjects such as engineering, technology, graphics subjects and materials and construction subjects are optional. Other science-based subjects including chemistry, biology and physics may also be optional, depending on a particular school’s curriculum at senior cycle.”

    A Leaving Cert student, who chose to remain anonymous when talking to The City, said that her class had to specifically request her all-girls school to provide applied maths classes for the students. 

    Cullen’s experience reflects this. “I remember myself and some other classmates had to go up and ask the school counsellor about studying it in the school. I don’t know why applied maths isn’t more heavily encouraged.”

    “The opportunity to choose science and technology subjects in school is something that we feel very passionate about,” says Jennnifer Keenahan. 

    Jennifer Keenahan picture with some of her research team and collaborators

    Keenahan is an assistant professor in engineering at UCD and on the Executive Committee for Women in Technology and Science (Wits). The goal of Wits is to promote girls, ladies, and women in the fields of technology and science so they can be encouraged to have a career in Stem. 

    “We would like to support and see more of that [Leaving Cert science and technology subjects] and then build on that at third level, and encourage girls and ladies into those subjects at third level. We would like to see more ladies stay in Stem,” Keenahan states. 

    “We would like to see more ladies stay in STEM”

    Jennifer Keenahan

    In 2019, only 77% of all-girls schools offered physics, chemistry and biology for the Leaving Cert whereas, 92% of all-boys schools across the country supply all three classes.

    Keenahan also comments on the matter saying that the lack of science classes in all girl’s schools, “historically, has been a challenge.

    “Even still, in some schools, some subjects, like applied maths, may not be available on offer in all schools. That certainly is a barrier and can be a factor, which is something that we would like to see addressed,” she adds. 

    Although the number of girls sitting applied maths for the Leaving Cert is increasing, it still remains under 35% in total, graph obtained from the STEM Education Policy Statement 2017–2026

    A representative from the Department of Education states, “The Stem Education Policy Statement acknowledges the need achieve gender balance in Stem education and careers. It acknowledges that there is a need to increase the uptake of Stem subjects and increase the number of females taking Stem subjects for Leaving Certificate.”

    The lack of guidance in all-girls schools for sciences and other related subjects can also discourage girls from choosing a career related to Stem, as their school counsellors and families have little knowledge about the subject and career path. 

    “At career fairs, they don’t really talk about it. We got loads of talks in different colleges about business, commerce and law courses but never one about engineering,” Cullen tells me. 

    A prototype of a rotating disk electrodeposition device with ultrasonic agitation, photo by Niamh Cullen

    This issue is further acknowledged by The Department of Education, “A key pillar of the Stem policy is to nurture learner engagement and participation; it also includes a commitment to monitor uptake by all students, and to increase female participation in Stem. “

    The Department is “committed to increasing awareness around Stem, it is not just awareness for young people but also for teachers and parents. This work has included awareness campaigns with Science Foundation Ireland targeting students in the run up to CAO deadline (#IGetPaidToDoThis, ‘This is STEM’), information flyer for schools and parents on the Department’s approach to Stem education, how to promote STEM and where to look for more information on Stem education.”

    “Starting [Stem subjects] at a really young age is always a good thing to do,” advises Kennahan.

    “Increasing awareness around Stem, it is not just awareness for young people but also for teachers and parents”

    Department of Education

    “Primary school science and the BT Young Scientist are opportunities where kids in primary school and secondary school can get involved in science and technology projects,” Kennahan

    In 2017, the Irish government created a plan to have the best education quality and training service in Europe by 2026. A part of this initiative is to have a 40% growth in girls studying Stem subjects at Leaving Certificate level. With only five years left to reach this target, can Ireland succeed in its goal?

  • ‘Girls and women are missing out’ – Let’s talk about STEM

    ‘Girls and women are missing out’ – Let’s talk about STEM

    By Megan Gorman

    It’s no secret that a significant gender gap exists within both study and employment in science, technology, engineering and maths (STEM) sectors. In 2014, the proportion of male graduates in STEM areas in Ireland, was the highest in the EU while the proportion of female graduates in Ireland, at ten per 1,000 of the population aged 20-29, was the ninth lowest rate in the EU.

    Image Credit – Megan Gorman

    Thecity.ie spoke to Women In Technology and Science (WITS) to get a better understanding of the gender balance.

    “It’s hard to understand why we have this  gender gap. It seems to come down to culture and what we deem suitable for women and men. It is a problem for a number of reasons,” said Marion Palmer of WITS.

    “Girls and women are missing out on well paid jobs with interesting career opportunities. It is a fascinating area full of wonder and joy. Society is missing out because STEM is part of our everyday lives, part of our life and culture, and it really helps people.”

    Employment numbers can tend to differ from graduate numbers but in 2017, the STEM workforce saw a positive jump in numbers towards closing the gap.

    In a recent study completed by WISE, 61,430 more women were working in STEM areas. The number of men in STEM employment fell by 45,980 in the same period.

    Women make up 23% of those employed in core STEM occupations and there are nearly 12,000 more female engineers than in 2016 with women now making up 11% of the total sector. There are nearly 22,000 more women working as science and engineering technicians than in 2016 bringing the total up to 27%.

    Image Credit – Megan Gorman

    However, there are 7,000 fewer women working as science professionals than in 2016. This includes chemists, biochemists, biologists, physicists, geologists and meteorologists.

    “The issue for WITS is to encourage women who have chosen STEM courses to stay in STEM,” said Palmer. “That’s why we have free student affiliate membership for STEM students and run events for and with students and early career graduates.”

    “There were more women in ICT in 2004 than there is now,” Palmer continued. “The major issue is keeping women in STEM and ensuring that there are sufficient women in leadership roles such as professors in academia and senior management in business to change the environment and culture. Diversity is good for innovation.”

  • Women in Science: An imbalanced Industry

    Women in Science: An imbalanced Industry

    With new statistics revealing a lack of gender balance in science, Ellen Corrigan speaks to molecular biologist Juliana Cummins about the challenges she faces as a woman in science.

    Last week, Science Foundation Ireland (SFI) released figures on their gender redressing initiatives. Their figures highlighted that although gender discrimination against women in science has become less pronounced in the last century, inequality within the industry is still very real.

    The new figures state that 75 percent of all applications received by SFI for funding are from male researchers in Irish Higher Education Institutions. On average, successful female applicants receive smaller awards in comparison to male applicants. Female applicants also tend to request less funding.

    Historically, women in science were totally disregarded. Rosalind Franklin is a prime example of women being snubbed for their work and not receiving due credit. As an x-ray crystallographer, she was a key member of the race to uncover the structure of DNA in the 1950s. Through her practices, she achieved a phenomenal breakthrough and managed to secure a picture of DNA structure.

    While reports of how the structure was truly discovered vary depending on the source,  it’s commonly believed that she willingly gave the picture to two scientists – Watson and Crick.  The two men, who were also researching the same area, are now both household names for their work in molecular biology.

    Eventually, both scientists were awarded Nobel prizes while Franklin never received credit for her work. When her contributions were unveiled years later, she had died due to radiation exposure. Franklin is just one of many women throughout history who, despite key contributions to science, never received the recognition they deserved.

    Today, there are certainly more opportunities for women in science and technology. However, as SFI’s statistics illustrate, things still need to improve. Juliana Cummins is a molecular biology graduate from DIT, and is well aware of the challenges she faces within the industry.

    She explains: “I’ve always been interested in science, and it became a passion when I studied it in school. It felt like a natural progression for me to study it at third level, but it wasn’t until I started college that I realised I’d face a lot more difficulties than my male classmates once we graduated.

    “My course was a mixture of biology, chemistry and physics courses and the majority of students were female. Of the eighteen graduates in the final year of my course, only two of those were men. Evidently, there are plenty of women interested in science but fewer opportunities for us within the field.”

    It is a fact that there are less women than men occupied in STEM (science, technology, engineering and mathematics) jobs. According to the Central Statistics Office, there are roughly 117,800 people working in jobs that utilise STEM skills in Ireland. The proportion of women employed in these roles stand at less than 25%. While this is accepted as a given, it’s rarely asked why women hold fewer positions.

    Juliana explains: “In my opinion, gender roles play a major part in stalling or even ending a woman’s career in science. Essentially, women who take maternity leave after having children will come back into a job and be considered less qualified for a position than their male counterparts. This is because of the loss of several months or years in their field due to raising a family.

    “They may have received the exact same degree from the same university in the same year and work in the same company/academic field as a male colleague but taking leave to have children will render them ‘less qualified’ once they come back to work. Unfortunately, this means women then have to make a choice: be successful in their career or have a family.”

    Thankfully, circumstances for female scientists are improving in the western world. Availability of women-driven STEM programmes are becoming widespread and popular, such as DIT’s own WAVES society for women in engineering (Women – A Voice in Engineering Society).

    Current legislation allowing paternity leave in a lot of workplaces is a potential step in the right direction for gender equality in STEM fields. With men being offered the opportunity to stay home and take care of their children, there is now less pressure for women to choose family or a career.

    The SFI have also launched a grant management policy to accommodate female researches during periods of maternity and adoptive leave. Under this policy, researchers have the option to hire a temporary replacement to maintain consistency within their research programme.

    With such positive steps being taken to make the scientific field more inclusive for women, it’s hoped that the rate of female STEM workers will rise within the next decade and the industry will soon become completely gender balanced.