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Evolution of Public Policies in Education, Science, and Technologies in Quebec

This article provides an overview of the historical context and current situation for women in science and engineering in Quebec. It highlights the efforts of the NSERC-Industrial Alliance Chair for Women in Science and Engineering in Quebec and its objectives to promote women's participation and leadership in STEM fields.

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Evolution of Public Policies in Education, Science, and Technologies in Quebec

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  1. Nadia Ghazzali, Prof., Ph.D. NSERC - Industrial Alliance Chair for Women in Science and Engineering in Quebec Department of Mathematics and Statistics www.chaire-crsng-inal.fsg.ulaval.ca The evolution of public policies in Education, Science and Technologies in Quebec April 20-21, 2009

  2. Outline A brief overview of the Chair Heroic times for women scientists Current situation: some statistics Why? A few thoughts April 20-21, 2009

  3. History of the Chair Natural Sciences and Engineering Research Council of Canada(NSERC) 1989: National chair for women in engineering (Ms. Frize) • 1995: Recommandations of the Ad Hoc Committee to encourage women in sciences and engineering • 1997: Establishment of 5 Regional Chairs for women in sciences and engineering (British Columbia, Prairies, Ontario, Quebec, Atlantics) April 20-21, 2009

  4. Partners of the Chair • Natural Sciences and Engineering Research Council of Canada (NSERC) Improve the efforts to attract, maintain and to help the advancing of women in sciences and engineering • Industrial Alliance Concerned by the workforce needs in their area of involvement • Laval University Reflect their will and the will of the other universities in Quebec to facilitate the integration of women in sciences and engineering April 20-21, 2009

  5. Objectives of the Chair • To stimulate further the interest of young women to pursue careers in sciences and engineering • To have a better understanding of the key factors influencing the choices of careers among young girls • To intervene in the academic (colleges and universities) and workplace environments • To emphasize the role and leadership of women • To increase the participation of women in positions of authority • To promote a positive climate facilitating the recruitment of students for undergraduate and graduate studies in sciences and engineering  April 20-21, 2009

  6. www.chaire-crsng-inal.fsg.ulaval.ca

  7. History of women scientists in Quebec « Women in sciences and engineering through history in Quebec» (2008) April 20-21, 2009

  8. Beginning of the XXth century: 2 main women role models Reference to the emancipation of the English North American Women At the root of the revendications of the women education, the occupational entry and the obtention of the Women right to vote Reference to the French Christian feminism Based on Christian personal development April 20-21, 2009

  9. English womendecades ahead of their time Women admitted at McGill University since 1884 The Donaldas: nickname of women students from McGill The firsts to obtain jobs at the University They participated to major research projects Between 1900 and 1910, about thirty women are working in the nuclear physics field They earned less than men and are struggling to obtain their peers recognition The interest for men in science, field more and more prestigious, led to a progressive exclusion of women Heroic times for women scientists April 20-21, 2009

  10. Carrie Derick (1862-1941) Harriet Brooks (1876-1933)

  11. Firsts English Women DERICK, Carrie Pioneer in Plants Genetics First full professor in Canada in 1912 (U. McGill) Bachelor of Arts1890, Master 1896 BROOKS, Harriet Physicist and professor Author of researches about the radioactive decay of radium at the beginning of the XXth (U. McGill) Bachelor of Math. and SN 1898 Master of sciences 1901 April 20-21, 2009

  12. Heroic times for women scientists French women entering by the back door Laval University is implicated for women higher education since 1908 It is only at the end of 1920 that women can finally have access to programs in universities Between 1929 et 1945 Almost all women registered in cultural, service and teaching programs Only 6 women registered in sciences programs The percentage of women increases from 0.6% in 1929 to 21% in 1945 Widen the offer of courses (pedagogy 1943) Obtention of the Women right to vote(1941) Compulsory education(1943) April 20-21, 2009

  13. Marcelle Gauvreau (1907-1968) Marie Gérin-Lajoie (1890-1971)

  14. Firsts French Women GAUVREAU, Marcelle (Fée des fleurs) 1907-1968 Botanist and popularizer, License in natural sciences Founder of the School of Awakening (École de l’Éveil) (1935) Writer of the catalogue of Canada'salgae (1933) Columnist for the Young Naturalists Club in the journal L’Oiseau bleu GÉRIN-LAJOIE, Marie 1st graduated of the women classical education(1911) 1st French-Canadian obtaining a Bachelor of Arts Top in her school that year – the information was not public Upgraded her educational skills in social work in USA(1918) Founder of the Notre-Dame du Bon-Conseil Institute (1923) Social centers, playgrounds et housing facilities April 20-21, 2009

  15. WomenClassical Colleges In the catholic environments: the ultimate fear to see women femmes access to the humanities and imitate men Government of Quebec funds Men Classical Colleges (1922) Women Classical Colleges (1961) Home economicseducationbecame systematic Schools of happiness First step towards university April 20-21, 2009

  16. World War II National Resources Mobilization Act-1940 (Women mecanics, electricians, welders, etc) About 150 women soldiers go to the University Desire of freedom Tax laws penalize men whose wives are still working Child care centers are dismantled A stepping stone for women April 20-21, 2009

  17. World War II Home economics education looses its popularity (1956) Between 1954 et 1962: 15 woman classical colleges, two of them led by lay people In 1964, the Parent Report recommands Right for girls to an educational identical to the boys education Classes opening for men and women Free education for all A stepping stone for women April 20-21, 2009

  18. The « Révolution tranquille » Secularism of the institution and the society (1960) Gradual acceptation of paid work for women but not yet integrationin non-traditional field Establishment of the MEQ, the CEGEPs, the UQ network Abrogation of the classical colleges, normal schools and schools of domestic science Free education for the collegial level In 1968, 17 women engineers, 150 lawyers, 7 architects, 2 psychoanalysts, 6 urbanists University for all April 20-21, 2009

  19. Current situation Some statistics April 20-21, 2009

  20. CURRENT SITUATION IN QUEBECPRE-UNIVERSITY COLLEGE 2000-2004 Source : Statistique de l’éducation 2006 April 20-21, 2009

  21. CURRENT SITUATION IN QUEBECUndergraduate University Studies 1999-2007 April 20-21, 2009

  22. CURRENT SITUATION IN QUEBECUndergraduate University Studies 1999-2007 April 20-21, 2009

  23. Undergraduate University Studies in QuebecPERCENTAGES OF MALE STUDENTS1999-2007 April 20-21, 2009

  24. Undergraduate University Studies in QuebecPERCENTAGES OF FEMALE STUDENTS1999-2007 April 20-21, 2009

  25. Number of graduate students in Quebec (Master’s degree) 1999-2007 April 20-21, 2009

  26. Graduate students in Quebec (Master’s degree), PERCENTAGES OF FEMALE STUDENTS, 1999-2007 April 20-21, 2009

  27. Number of graduate students in Quebec (Doctorate’s degree) 1999-2007 April 20-21, 2009

  28. Graduate students in Quebec (Doctorate’s degree), PERCENTAGES OF FEMALE STUDENTS, 1999-2007 April 20-21, 2009

  29. Profile for undergraduate and graduate students in Quebec Universities, 1999-2007 NOTE : 1ST cycle : undergraduate studies, 2nd cycle : Master’s degree, 3rd cycle : Ph. D. April 20-21, 2009

  30. Situation of Women in Engineering in Quebec In the workplace: Women in Quebec represented in 2001, less than 15 % of professionals in Engineering (MDEIE, 2004) In Canada, women engineers hold about 12 % of positions for the profession (CCWESTT, 2008) ♀ studying in Engineering at the graduate level are more likely than ♂to leave the field after their graduation and not to be working in Engineering (Powell and coll. 2004) April 20-21, 2009

  31. Factors linked to the numerical weakness of Women in Sciences and Engineering School environment Family environment Stereotypes and perceptions Culture, atmosphere and relationships Work-family articulation Discrimination April 20-21, 2009

  32. Institutional and social mechanisms of exclusion and self-exclusion April 20-21, 2009

  33. A few thoughts • Is there a disengagement of youth for sciences and engineering? • Is it by lack of interest that young people are abandoning this field? • Do we have to adjust our sciences teaching methods? • How can the school environment can react towards this issue? • Are the needs and aspirations of young people, at the professional level, well-understood? • What is the government position on the issue and what are the actions done? April 20-21, 2009

  34. A few thoughts • Have the parents a role to play in the development of the scientific interest of their child? • Is it a question of sciences perception? • Do people intervening with young people in sciences have to modify their approach? • Shouldn’t we «humanize» the profession?! • Which type of intervention are counselors developing to help young people in their career paths? • What are the possible effects on the economy of the country? April 20-21, 2009

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