The latest Soapbox Science mini-series focuses on the role of mentors in science. Tying in with this year’s Lindau Nobel Laureate meeting, where almost 600 young scientists have the opportunity to meet each other and 25 Nobel laureates, we’ll be looking at the importance of supportive relationships and role models. We’ll hear from a mix of mentors, mentees and projects set up to support scientists and we aim to explore not just the positive examples of good mentoring but what can happen when these key relationships are absent or break down. For more discussions around this year’s Lindau meeting, check out the Lindau Nobel Community site.
Helen Wollaston, newly appointed Director of UKRC-WISE, ponders whether the factors which motivate female scientists are different to those which draw men to the subject. Helen brings a wealth of experience promoting opportunities for women and girls, as former Director of Campaigns at the Equal Opportunities Commission, through her own equality consultancy business and as Chair of Platform 51, a charity which supports women and girls to achieve their potential.
Looking through testimonies of our case studies and role models, many of the motivating factors they mention are probably true for both sexes. As children, they remember being curious about the natural world, asking lots of questions about how things work and enjoying practical lessons and experiments at school.
“I really enjoyed practical science lessons, even at primary school when we learned about space. Doing experiments was really good fun.”
“I didn’t have a thought about where it would go, but I really enjoyed the practical aspect of making things in the lab”
Like many role models, Claire Burke a research student at the Astrophysics Research Institute at Liverpool John Moores University, cites a teacher as a key influence: “I had a particularly enthusiastic and inspiring (female) science teacher at my secondary school; she opened my eyes to some of the wonders of science and encouraged me to ask my own questions.”
Some feel that going to a girls school made a difference: “I went to a same sex-school and had inspiring female teachers for Physics, Maths and Chemistry. If it were not for these women, I doubt that I would have developed such a passion for these subjects.” – Corinne Hanlon, Research Student, University of Leeds
When it comes to careers, women’s aspirations aren’t all that different to men’s – and these apply not just for science but for any career. They want to do well in their chosen field, so look for employers who can offer career progression. They want to be part of an organisation where they feel welcomed and where their contribution is valued. They want to make their parents proud. Those who are parents want to be a good role model for their children and to earn enough to provide for their families. Women may put a higher premium on work-life balance, but young men’s expectations are different to those of their fathers’ generation and so flexible working can no longer be labelled as a “women’s issue”.
Although wary of reinforcing stereotypes, some pull factors are stronger for women. We tend to put a higher priority on social purpose and being able to make a difference, which makes science policy an attractive proposition. “I hadn’t really heard of science policy as a career but someone suggested it to me. The more I read about it, the more interested I became. It was a way of connecting people with science. Questions like, how do we feed the world’s growing population?”
Many women enjoy using their people skills, as this quote from a woman leading a sales team for a pharmaceutical company highlights: “For me, I enjoy having a positive effect on people and seeing them develop.”
Although some research, such as a recent survey for Girlguiding UK, suggests that girls avoid science because they think it is too hard, others (perhaps only the high flyers?) chose maths and physics precisely because they are perceived as hard and they want to set themselves a challenge:
“My faith and culture and my family upbringing have always inspired me to be the best I can be”.
Many girls want to be seen as cool, to be part of the “in group” and accepted by their peers. Again, this is equally important for boys, but because science is still male dominated, it can be harder for girls to do science without compromising their sense of female identity.
So what are the implications of all this if we want to encourage more women into science?
We need to review engagement and outreach campaigns and ask ourselves what messages we are giving to girls and women about working in science. If we portray female role models as unusual – the only one or one of very few females in a workplace, it will be a turn-off to girls who don’t want to be the odd one out. A sudden rise in female applicants to be forensic pathologists is attributed to the popularity of TV dramas Silent Witness and Waking the Dead. Perhaps our promotional campaigns would do better to take their cue from these fictional role models.
UKRC-WISE promotes opportunities for women and girls in science, engineering and technology – from classroom to boardroom. You can read more accounts from female scientists and post your own story at www.theurkrc.org.