Maria Agnesi, Mathematician

In 1993, only twenty-four percent of Ph.D.'s in chemistry were awarded to women, nineteen percent in environmental science, sixteen percent in computer science, and less than eight percent in engineering. On the other hand, fifty-eight percent of Ph.D's in psychology were given to women, forty-six percent in the humanities, and fifty-seven percent in language and literature.

Why is there such a huge difference between the number of degrees awarded in science and in the humanities? While many women are discouraged from working towards a science-related degree as a result of their earlier years in schooling, those who reach the graduate level often find themselves in difficult situations that can't be solved except by dropping out.

Barriers against professional women have been categorized into two different stages at which obstacles tend to occur. Either women find they cannot advance in a field until a certain point, when the barriers then fall away, or there is a particular career level women can attain, but then a blockage occurs and they are unable to advance farther.

These barriers derive from the different ways men and women are raised and their experiences during childhood and early schooling. Females are socialized to seek help and are regarded as help-givers instead of being trained to be self-reliant and function alone or competitively, which carries through to their graduate studies and career. Many come into universities and graduate programs in science with low self-confidence, especially in physics, chemistry, and computer science. Women with those majors feel that the experience of graduate school lowers their self-esteem even more. One female graduate student said, "I have the symptoms of the insecure woman. A comment from a professor can cripple me. I would be self-deprecating. My science is different because of my socialization, not my gender."

Pregnancy and families also have negative impacts on many working women in science fields. In many corporations and businesses, child-care is provided, part-time work is allowed, and work-at-home situations are commonplace. However, for female scientists, it is believed that they cannot balance dedication to their studies and raising children. As a result, many women leave their jobs in these fields to have children and raise a family. Doing both simultaneously is not considered acceptable, even today.

A female graduate student recalled, "When I first interviewed to come here, I was single. On my first day walking into this department, I had an engagement ring on my finger. [My advisor's] attitude was "families and graduate programs don't go together very well." First he worried I was going to blow my first year planning my wedding. I got a lot of flack about that and so did other women . . . teasing. "So and so's not going to get much work done this semester because she'll be planning her wedding." [sarcastically] The guys' don't plan weddings."

Another problem women face in graduate school is with their academic advisors who play a vital role in their future careers. Students are expected to develop a close working relationship with the faculty advisor that spans several years. Many women students are stereotyped as incompetent and less able and competitive as men. They are viewed as non-scientists and are not taken seriously by their advisors. Advisors will say that because of affirmative action, many women are assured success solely because of their gender, and not based on their abilities. This further lowers self-esteem, and women who achieve in their careers often feel that it is not representative of their intelligence, and become frustrated and feel unfulfilled. Reports show that the best advisors are encouraging, give concrete directions, and show their female students the ropes. They should be sensitive, but practical, and give advise that is realistic but does not reinforce the female stereotype.

In group situations in science fields, women are excluded because many men see them as a threat and a disruption. This is followed by varying degrees of subtle attempts to get rid of the unwanted presence. When women make comments in meetings, often they are met with tolerance, but not interest, as if the point she is making has no worth because of who is making it. Obviously, this is not true in all group environments, but coworkers, peers, and advisors should all make an attempt to watch for that sort of behavior and stop it immediately. Don't give women excessive visibility either, like addressing the room with, "Gentlemen . . . and lady." It makes them seem different and noticed for the wrong reasons.

As the years pass and a new generation of women scientists grow, dramatic changes lie on the horizon. The attitude of men, women, and the world tomorrow will reflect what our children are taught today.

Stop violence against women.

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