“There’s no place for me”: Teachers confronting girls’ education and careers in STEM in a minority Francophone community

“There’s no place for me”: Teachers confronting girls’ education and careers in STEM in a minority Francophone community

• Donatille Mujawamariya, Université d'Ottawa, Canada

• Jeanne d’Arc Gaudet, Université de Moncton, Canada

• Claire Lapointe, Université Laval, Canada

doi : https://dx.doi.org/10.18162/fp.2012.27

Résumé

Recent studies have found that women under-participate in science, technology, engineering, and math (STEM) programs. Yet professionals in these fields are today’s most sought-after labor force. Accordingly, we examine factors that could explain this unfortunate gender gap. This study belongs to the research stream on the promotion of new economy careers, particularly to women, and how educators influence girls to choose schools and careers. We present the results of a study conducted in minority Frenchspeaking communities (in New-Brunswick and Ontario) of the factors that influence girls to choose higher education and careers in so-called nontraditional fields. To focus more specifically on the teacher’s influence, we held semi-structured interviews with grade 12 science teachers. The results show that there are still teachers who feel that they have no influence on girls’ higher education and career choices. Hence the need to include male–female equity issues in initial and continuing training programs for science teachers.

Abstract

Recent studies have found that women under-participate in science, technology, engineering, and math (STEM) programs. Yet professionals in these fields are today’s most sought-after labor force. Accordingly, we examine factors that could explain this unfortunate gender gap. This study belongs to the research stream on the promotion of new economy careers, particularly to women, and how educators influence girls to choose schools and careers. We present the results of a study conducted in minority Frenchspeaking communities (in New-Brunswick and Ontario) of the factors that influence girls to choose higher education and careers in so-called nontraditional fields. To focus more specifically on the teacher’s influence, we held semi-structured interviews with grade 12 science teachers. The results show that there are still teachers who feel that they have no influence on girls’ higher education and career choices. Hence the need to include male–female equity issues in initial and continuing training programs for science teachers.