Starting out in STEM : a study of young men and women in first year science, technology, engineering and mathematics courses

In late 2011, first year university students in science, technology, engineering and mathematics (STEM) courses across Australia were invited to participate in the international Interests and Recruitment in Science (IRIS) study. IRIS investigates the influences on young people's decisions to choose university STEM courses and their subsequent experiences of these courses. The study also has a particular focus on the motivations and experiences of young women in courses such as physics, IT and engineering given the low rates of female participation in these fields. Around 3500 students from 30 Australian universities contributed their views on the relative importance of various school and non-school influences on their decisions, as well as insights into their experiences of university STEM courses so far. It is hoped that their contributions will help improve recruitment, retention and gender equity in STEM higher education and careers.

Women in research? Investigating research opportunities for female academics in Australia

Women continue to be surprisingly under-represented in academia, given the increasing numbers of female postgraduate students and the flexible working conditions offered by most Australian Universities. To date, research has emphasised multiple causes for the 'gender gap' in academia, including the structural characteristics of the university system, cultural and societal barriers to the advancement of women, the influence of marital status on the productivity of women academics and the interaction of cultural, social and personality factors on women's professional careers. However, the implications of a 'gender gap' in academic rank reach beyond arguments of equality between sexes, to questions regarding consequences of a male-dominated professoriate to the nature and subjects of academic research in Australia. The aim of this paper is to investigate the factors that determine the rank of Australian academics and in part, to investigate whether there is a gender gap of rank or authority, through an analysis of data collected on all Australian academics by the Federal Department of Education, Science and Training. The implications of these findings on opportunities for female academic researchers and for research outcomes will be discussed.

International collaboration for women in IT : how to avoid reinventing the wheel

This paper uses information contributed by ACM-W Ambassadors from nine countries to build a picture of women working to improve the gender balance in IT around the world. The focus on women’s participation in education, the workforce and the political arena is presented using Hofstede and Hofstede’s (2005) dimensions of cultural masculinity, power distribution and individuality for each of the ACM-W Ambassador countries to set the scene. It is apparent from this compilation of information that different social and cultural climates in many parts of the world will necessitate different actions by ACM-W Ambassadors in their respective countries. While the ACM-W Ambassador program provides a forum for ideas, support and strategies to deal with the under-representation of women in IT, many of the current Ambassadors have more pressing issues to deal with, and indeed a ‘one size for all’ model for programs to promote IT to women will not be suitable. Exploring the network from an Australian perspective this work demonstrates that much is to be gained from increasing international networks to share the strategies and support required to encourage more women into IT.

Reasons and remedies for under-representation of women in medical leadership roles: a qualitative study from Australia

OBJECTIVE: To elicit medical leaders' views on reasons and remedies for the under-representation of women in medical leadership roles.

DESIGN: Qualitative study using semistructured interviews with medical practitioners who work in medical leadership roles. Interviews were transcribed verbatim and transcripts were analysed using thematic analysis.

SETTING: Public hospitals, private healthcare providers, professional colleges and associations and government organisations in Australia.

PARTICIPANTS: 30 medical practitioners who hold formal medical leadership roles.

RESULTS: Despite dramatic increases in the entry of women into medicine in Australia, there remains a gross under-representation of women in formal, high-level medical leadership positions. The male-dominated nature of medical leadership in Australia was widely recognised by interviewees. A small number of interviewees viewed gender disparities in leadership roles as a 'natural' result of women's childrearing responsibilities. However, most interviewees believed that preventable gender-related barriers were impeding women's ability to achieve and thrive in medical leadership roles. Interviewees identified a range of potential barriers across three broad domains-perceptions of capability, capacity and credibility. As a counter to these, interviewees pointed to a range of benefits of women adopting these roles, and proposed a range of interventions that would support more women entering formal medical leadership roles.

CONCLUSIONS: While women make up more than half of medical graduates in Australia today, significant barriers restrict their entry into formal medical leadership roles. These constraints have internalised, interpersonal and structural elements that can be addressed through a range of strategies for advancing the role of women in medical leadership. These findings have implications for individual medical practitioners and health services, as well as professional colleges and associations.

Participation of women in engineering: challenges and productive interventions

Building science, technology, engineering and mathematics (STEM) skills in students at all school levels is essential to building the next generation of engineering workers and engineering skills. Despite more than two decades of initiatives, the under-representation of women in engineering has been a longstanding concern in Australia. This is related to concerns about levels of participation in engineering overall, and to current concerns about attitudes to and participation in STEM subjects and career pathways generally, and for women in the natural and physical sciences and higher level mathematics at school, university and the workplace. This review analyses factors affecting the participation of women in engineering, covering the full extent of the STEM pipeline across the schooling years but focusing particularly on girls’ exposure to and engagement with engineering across those years.

School innovation in science : change, culture, complexity

The School Innovation in Science (SIS) initiative has developed and evaluated a model to improve science teaching and learning across a school system. The model involves a framework for describing effective teaching and learning, and a strategy that allows schools flexibility to develop their practice to suit local conditions and to maintain ownership of the change process. SIS has proved successful in improving science teaching and learning in primary and secondary schools. Evidence of variations in the nature and extent of the change is used to argue that the process is essentially cultural in nature, and that change occurs at different levels within a school. Processes supporting change thus need to be flexible and responsive.

Limits to problem solving in science

Popper, Polanyi and Duncker represent the widely held position that theoretical and experimental scientific research are motivated by problems to which discoveries are solutions. According to the argument here, their views are unsupported and - in light of counter-instances, anomalous chance discoveries, and the force of curiosity - over-generalized.

Teaching for understanding in science: constructivist / conceptual change teaching approaches

This two-paper set has arisen from a concern within the Victorian Science in Schools Research Project, to help teachers support student learning of science content. In the first paper, the research on student learning of science conceptions was reviewed, and the major findings presented. It traced the changing ways we have viewed science teaching and learning, over the last two decades. This second paper looks at a variety of teaching schemes that aim to support meaningful learning in science, some based on the metaphor of conceptual change, and draws out principles from these for how we might best support student learning of major science ideas.

School innovation in science (SIS): focusing on teaching

Focuses on the framework of School Innovation in Sciences (SIS) in Australia. Aim of SIS; Concept of school; Components of SIS for effective learning and teaching. INSET: School Innovation in Science Strategy.

School innovation in science: transformative initiatives in Victorian secondary schools

The School Innovation in Science intiative is operating in more than 300 schools in Victoria. It has achieved considerable success in transforming science teaching and learning in primary and secondary schools. This paper describes the core elements of SIS, and provides an overview of the different types of initiatives pursued by secondary schools arising out of an action planning process. case studies of initiatives illustrate the richness and range of innovation in schools. It is argued that the SIS model provides the conditions for deep seated change and innovation in schools' science programs.