Report tells academies to do more to involve women in science
The position of scientific academies at the pinnacle of the scientific establishment means that they are in the optimal position to address the under-representation of women in science, according to a panel established by a group of international scientific academies. It is over a century since women began to seek access to formal science and technology (S&T) education and careers. 'These quests have been a long hard fight, met by opposition sometimes blatant though often subtle,' according to the panel's report, published by the InterAcademy Council. While national legislation, forward-looking universities, and companies and individual campaigns have had some success in increasing the number of women in science, these isolated actions alone will not enable women to lead successful scientific careers, according to the report. 'A critical omission has been the wholehearted commitment to inclusiveness on the part of the existing S&T leadership. Without support from that establishment, women can only progress so far,' states the report. For this reason, academies are urged to play a more proactive role in increasing the involvement of women in science. Academies represent the scientific and engineering elite and are well respected. Academies' members are also university and research institute leaders, and in many countries also have a government advisory role. The panel's principal recommendation is the implementation of 'good management practice' in three main areas: - attracting women and girls to S&T, supporting them during education, and then retaining and advancing women in their careers; - fully including women in global capacity-building efforts; - fully including women in the academies' own organisations. In some countries, women represent less than five per cent of the academy's members. In these countries, the panel calls for a firm commitment from the academy's president and council to inclusive practices and putting gender issues permanently on the agenda. This could be done by establishing a diversity committee, consisting of both male and female academy members. Another priority is to expand the pool of qualified women that are considered for nomination to membership. Academies that support research also need to pay attention to the potential gender implications of projects, according to the panel. 'For example, do men and women researchers have equal access to grant money? In cases where a study could be influenced by the gender of the researcher, has the principal investigator made an effort to establish a gender-mixed team? Have the results been tested for differential impact on men and women, and are they free of bias?' asks the report. The panel also calls upon academies to use their influence to lobby governments. During discussions academies should advocate the full inclusion of women in S&T through measures such as non-discrimination legislation, a national office focused on women's issues in S&T, the reform of text books and other teaching materials, and the monitoring of girls' and women's progress, says the report. The panel highlights a difference between the involvement of women in S&T in developed and developing countries: 'This omission is serious enough in scientifically advanced countries, but it is a major impediment to economic growth in the developing world,' reads the report. As developing countries require a critical mass of scientists and engineers to help ensure sustainability, the absence of half of the population hinders growth and development. There are also other practical reasons for ensuring the presence of women in science. 'A more diverse workforce, which reflects a wider variety of experiences and views, can greatly benefit the S&T enterprise as well as society as a whole,' reads the report. And then there are the moral reasons. A declaration following the Fourth World Conference on Women stated that gender equality is 'an inalienable, integral, and indivisible part of all human rights and fundamental freedoms'. The panel looked at the women who have been successful in S&T and sought common characteristics. Having examined biographies and interviews, the panel found the following common factors: an early fascination with science; independent thinking; early rejection of the cultural limitations imposed on girls and women; support from parents, particularly fathers; a good education, not infrequently in an all-girls environment; having a mentor; marrying a supportive husband; and having access to reliable childcare. If more women are to equal the success of the high-achievers described above, deliberate top-down change must be implemented in institutional structures across the global S&T community. 'Academies can demonstrate such enlightened leadership and help other organisations, of all types, to adopt it as well,' states the report.