Women's participation in nontraditional fields of study at the undergraduate level of higher education 1989-1993

목차 (Table of Contents)

• CONTENTS
• Tables = xv
• Acknowledgements = xix
• Executive Summary = xxi
• Chapter 1. Introduction and study aims = 1
• Background to the study = 1
• Field of study classification of higher education courses = 2
• Factors influencing institutional performance = 3
• Study aims = 3
• Chapter 2. Methodology = 5
• Institutions included in the study = 5
• Selection of nontraditional fields of study = 5
• Courses of study = 7
• Identification of institutional initiatives = 7
• Identification of factors influencing female participation rates = 7
• Chapter 3. Defining nontraditional in higher education = 9
• 1. Defining the nontraditional fields = 9
• Forty percent, of what? = 9
• Why forty percent? = 9
• Possible implications for university enrolments = 10
• Nontraditional studies for men in higher education = 10
• 2. Higher education - a nontraditional sector for women = 11
• Under representation of women among academic staff = 11
• Under representation of women among postgraduate students = 13
• 3. Over representation of women among undergraduate students and the redefinition of higher education = 15
• Chapter 4. The role of the media = 19
• Preferential reporting of male endeavour = 19
• Trivialisation of women = 19
• Distorted information presentation = 20
• Promotion of male power and violence = 20
• Stereotyping = 20
• Representation of women in nontraditional fields = 21
• Comment = 22
• Chapter 5. 01 Agriculture, Animal Husbandry = 23
• The rural context: attitudes and culture = 23
• Agricultural colleges = 26
• Changing community attitudes to agricultural careers for women = 27
• Status of careers in agriculture = 28
• Slower career progress for women = 28
• Undergraduate participation of women in the broad field of study of agriculture, animal husbandry mhigher education = 29
• 1. Field of study definitions = 29
• 2. National participation rates for the study period = 30
• 3. Institutional performance = 31
• 01.01.01: Agriculture, Animal Husbandry - General = 31
• 01.02.01: Agriculture-General = 31
• 01.02.02: Forestry = 31
• 01.02.05: Horticulture = 31
• 01.02.06: Viticulture and Oenology = 32
• 4. Comment = 32
• Institutional background = 33
• Location = 33
• Mode of presentation, course level and emphasis = 34
• Course characteristics influencing student retention = 34
• Under representation of women among academic staff = 35
• 5. Institutional initiatives = 35
• Chapter 6. 02.03 Building = 37
• Industrial attitudes and culture = 37
• School training／orientation／information = 38
• Tradeswomen on the Move (TWOM) = 40
• Australian University Building Educators Association (AUBEA) = 41
• Undergraduate participation of women in the major field of study of building in higher education = 41
• 1. Field of study definitions = 41
• 2. National participation rates for the study period = 42
• 3. Institutional performance = 42
• 02.03.01: Building-General = 42
• 02.03.02: Building Construction Technology = 43
• 02.03.99: Building - Other = 43
• 4. Comment = 43
• Student characteristics = 43
• Course promotion = 44
• The degree name = 45
• Minimal representation of women among academic Staff = 46
• Fulure directions = 46
• Increasing women's representation at the trade level = 47
• 5- Institutional initiatives = 47
• Chapter 7. 09.04 Mathematics = 49
• What is mathematics? = 49
• Professional development of mathematics teachers = 50
• Mathematics is integral to daily living = 51
• Mathematical needs of school students = 52
• Are there gendered differences in mathematical ability and performance? = 52
• (i) secondary schooling = 52
• (ii) undergraduate studies = 53
• (iii) specific mathematical areas - = 53
• Girls' lower participation in mathematics = 54
• Confidence, anxiety and participation = 55
• The social construction of mathematics = 55
• Mathematics as a selection filter = 58
• Undergraduate participation of women in the major field of study of mathematics in higher education = 59
• 1. Field of study definitions = 59
• 2. National female participation rates for the study period = 60
• 3. Institutional performance = 60
• 09.04.01: Mathematics - General = 60
• 09.04.02: Applied Mathematics and u9.04.03: Pure Mathematics = 61
• 09.04.04: Statistics and Operations Research = 61
• 09.04.99: Mathematics - Other = 62
• 4. Comment = 62
• Limitations of the vocational field of study classification = 62
• Representation of women among academic staff = 63
• 5. Institutional initiatives = 63
• Chapter 8. 09.02 Computer Science, Information Systems 04.02.05 Business Data Processing = 65
• Development of a new discipline = 65
• Successfully shaping a stereotype = 67
• Sex stereotyping of toys and activities = 68
• Sex biased computer software and games = 68
• Availability of suitable role models = 69
• Different learning experiences for boys and girls in the classroom = 69
• a. boys monopolise resources: (i) teacher time = 69
• b. boys monopolise resources: (ii) computing facilities = 70
• c. self confidence and risk taking behaviour = 70
• d. linking of computing with mathematics = 70
• e. subject selection in secondary school = 71
• Differences in boys' and girls' attitudes to computing = 71
• Misperceptions of career requirements = 72
• Disparity between computer science education and career requirements = 73
• Changing school and community attitudes = 76
• Undergraduate participation of women in the major field of study of computer science, information systems and the minor field of study of business data processing in higher education = 77
• 1. Field of study definitions = 77
• 2. National female participation rates for the study period = 79
• 3. Institutional performance = 79
• 04.02.05: Business Data Processing = 79
• 09.02.01: Computer Science, Information Systems - General and 09.02.99: Computer Science, Information Systems - Other = 80
• 09.02.02: Computer Science = 81
• 4. Comment = 82
• Influence of course emphaseson female participation rates = 82
• Field of study classification codes = 82
• Courses providing vocational diversity require multidisciplinary classification codes = 82
• Falling student numbers = 83
• Representation of women among academic staff = 83
• 5. Institutional initiatives = 83
• Chapter 9. 04.02.04 Banking and Finance 04.03.01 Economics - General = 85
• Undergraduate participation of women in the broad field of study of business, administration, economics in higher education = 85
• 1. Field of study definitions = 85
• 2. National female participation rates for the study period = 86
• 3. Institutional performance = 86
• 04.02.04: Banking and Finance = 86
• 09.03.01: Economics - General = 87
• 4. Comment = 87
• Representation of women among academic staff = 87
• Banking and finance = 88
• Economics = 83
• The nature of undergraduate economics studies = 89
• Methodology dictates discipline content and direction = 91
• Undergraduate economics texts = 92
• Teaching methods in economics courses = 92
• The inequitable funding of economics courses = 93
• Future directions = 93
• 5. Institutional initiatives = 94
• Chapter 10. 09.05 Physical Sciences = 95
• Background = 95
• Gender and the science curriculum = 97
• Girls and science or girls and physics = 98
• Physics as a filter to nontraditional undergraduate courses = 99
• Why is science so undervalued by society? = 100
• Why is the community so misinformed about science? = 101
• Scientists and the media = 101
• Science and the media = 102
• The plight of physics = 103
• The plight of Australia = 104
• Changing the image of science = 105
• National Science and Technology Centre, Canberra (Questacon) = 105
• CSIRO Educational Programs = 105
• CSIRO Double Helix Science Club = 106
• CSIRO Student Research Scheme = 106
• CSIRO Science Education Centres (CSIROSEC) = 106
• CREST (Creativity in Science and Technology) = 106
• BHP Science Awards = 107
• BHP Teachers' Science Awards = 107
• Primary Investigations Program = 107
• National science camps／schools = 108
• Undergraduate participation of women in the major field of study of physical sciences in higher education = 109
• 1. Field of study definitions = 109
• 2. National female participation rates for the study period = 110
• 3. Institutional performance = 111
• 09.05.01: Physical Sciences - General and 09.05.99:Physical Sciences - Other = 111
• 09.05.02: Chemistry = 111
• 09.05.03: Geology = 111
• 09.05.05: Physics = 112
• 4. Comment = 113
• The DEET field of study classification = 114
• Aviation = 114
• Materials science = 114
• Geophysics = 115
• Representation of women among academic staff = 115
• 5. Institutional initiatives = 115
• Chapter 11. 06 Engineering, Surveying = 119
• Background = 119
• Women in Engineering Programs = 121
• Environmental engineering = 123
• Surveying = 125
• Technology's influence on careers in engineering and surveying = 125
• Career change demands curriculum change for all students = 126
• The future of Women in Engineering Projects = 126
• Undergraduate participation of women in the broad field of study of engineering, surveying in higher education = 127
• 1. Field of study definitions = 127
• 2. National female participation rates for the study period = 130
• 3. Institutional performance = 131
• 06.01.01: Engineering, Surveying - General = 131
• 06.02.01: Engineering - General = 131
• 06.02.02: Aeronautical Engineering = 133
• 06.02.03: Chemical Engineering = 133
• 06.02.04: Civil, Structural Engineering = 133
• 06.02.05: Electrical Engineering = 134
• 06.02.06: Electronic Engineering, Computer Engineering = 134
• 06.02.07: Industrial Engineering = 134
• 06.02.08: Marine Engineering = 134
• 06.02.09: Mechanical Engineering = 135
• 06.02.10: Metallurgy = 135
• 06.02.11: Mining and Minerals Engineering = 135
• 06.02.99: Engineering - Other = 135
• 06.03.01: Surveying - General／06.03.03: Surveying = 136
• 06.03.02: Cartography = 136
• 4. Comment = 136
• Overview of field of study findings = 136
• Patterns in female participation rates = 138
• Limitations of reporting global participation rates for women in engineering = 138
• The need to update the DEET fields of study = 139
• 1. Environmental engineering = 139
• 2. Surveying = 139
• Repressatation of women among academic staff = 139
• The advantage of the traditional capital city universities = 139
• Engineering 2000 Awards = 140
• School speaker programs = 141
• Scholarships = 141
• Exemplary teaching practice = 141
• IEAust Women in Engineering (WIE) groups = 142
• 5. Institutional initiatives = 143
• Chapter 12. Overview = 145
• Part I: Critique of the field of study classification of higher education courses = 145
• Inability of the classification system to identify vocational studies within generalist degrees = 146
• Misclassification of courses among fields of study = 147
• Data entry error = 147
• Incorrect field of study location by institutional staff = 147
• Inadequacies in the available codes and definitions = 148
• i Provision of a level III field of study definition and code for actuarial studies = 148
• ii Provision of a level III field of study definition and code for aviation = 148
• iii Provision of a level III field of study definition and code for environmental engineering = 149
• iv Provision of a level III field of study definition and code for geophysics = 149
• v Provision of a level III field of study definition and code for materials science = 149
• vi Updating the field of study definition for surveying = 149
• Inability of the classification to accommodate muitidisciplinary programs = 150
• Institutional response = 151
• Course specialisation codes = 153
• The value of the classification codes in comparisons of women's participation in undergraduate courses in nontraditional fields of study among higher education institutions. = 154
• Part II: Undergraduate participation of women in the nontraditional fields of study, 1989 - 1993 = 155
• 1. National undergraduate participation rates for women = 155
• Patterns of change = 155
• Increased recruitment or increased retention = 156
• Participation rates and enrolment mode = 156
• 1. Full time enrolment = 156
• 2. Part time enrolment = 158
• 3. External enrolment = 158
• 2. Participation rates and individual fields of study = 159
• 3. Institutional factors influencing women's participation = 162
• The move to generic initiatives = 163
• Institutionalising change = 164
• 4. Extra institutional factors influencing women's participation = 165
• Part III: Future directions: effecting educational change in schools = 166
• The Discipline Review of Teacher Education in Mathematics and Science = 166
• Primary Investigations Program = 169
• National Childcare Accreditation = 170
• National Action Plan for the Education of Girls 1993-1997 = 170
• Recommendations = 173
• References = 177
• Appendix 1. Institutional Data and Initiatives = 189
• Appendix 1.1 01 Agriculture, Animal Husbandry = 190
• 1. Undergraduate participation of women in the broad field of study 01 Agriculture, Animal Husbandry in higher education = 190
• 01.01.01: Agriculture, Animal Husbandry - General = 190
• 01.02.01: Agriculture - General = 193
• 01.02.02: Forestry = 193
• 01.02.05: Horticulture = 194
• 01.02.06: Viticulture and Oenology = 195
• 2. Institutional initiatives = 195
• Advertisements = 195
• School visits, careers markets = 195
• Farm campus open days = 196
• Industry sponsored scholarships = 196
• Student support = 197
• Informal academic progress meetings = 197
• Staff student mentoring schemes = 197
• Additional tutoring = 197
• Residential campus housing and school facilities = 197
• Taster courses = 198
• Preparatory programs = 198
• Appendix 1.2 02.03 Building = 199
• 1. Undergraduate participation of women in the major field of study 02.03 Building in higher education = 199
• 02.03.01: Building - General = 199
• 02.03.02: Building Construction Technology = 201
• 02.03.99: Building" Other = 201
• 2. Institutional initiatives = 202
• School visits, open days, careers markets = 202
• Promotion at Trade Shows = 202
• Building Careers Resource Centre of Australia (BCRCA) = 202
• Promotional video = 202
• Undergraduate information sessions = 203
• Taster courses = 203
• Girls in Science Program = 203
• Vocational School in Engineering and Applied Science = 203
• Industry sponsored scholarships = 203
• Quality University Industry Linked Learning (QUILL) Scholarship Scheme and Summer School = 203
• Preparatory programs = 204
• Appendix 1.3 09.04 Mathematics = 205
• 1. Undergraduate participation of women in the major field of study 09.04 Mathematics in higher education = 205
• Limitations of the DEET field of study classifications for mathematics = 205
• 09.04.01: Mathematics - General = 210
• 09.04.02: Applied Mathematics = 212
• 09.04.04: Statistics and Operations Research = 213
• 09.04.99: Mathematics - Other = 213
• 2. Institutional initiatives = 213
• Brochures = 213
• Promotional videos = 214
• Promotion to secondary school staff = 214
• Careers advisers = 214
• Mathematics coordinators = 214
• Inservice programs for mathematics teachers = 214
• Promotion to schools = 214
• School visits, school speaker programs = 214
• Maths Means More Choices far Girls = 215
• Faculty visits for school students = 215
• Enrichment for talented students = 215
• Talented students' mathematics evenings = 215
• Talented students' days = 215
• Camaps and vacation schools = 216
• Mathematics camps = 216
• Girls in Maths／Science Summer School = 216
• Competitions and awards = 216
• School mathematics competitions = 216
• Mathematics encouragement awards = 216
• Scholarships = 216
• Accommodating studenis wilh fewer Year 12 mathematics units = 217
• Faculty Newsletter = 217
• Users Manual for mathematics program students = 217
• Learning by supervised practice = 218
• Student support programs = 218
• Staff student mentoring schemes = 218
• Student pastoral care programs = 218
• Staff student liaison committee = 218
• Mathematics Learning Centres = 219
• Feedback from graduates = 219
• Media campaigns = 219
• Moths Multiplies Your Choices = 219
• Maths Multiplies Your Choices Western Australian Media Campaign = 219
• Preparatory programs = 220
• Appendix 1.4 09.02 Computer Science, Information Systems 04.0205 Business Data Processing = 221
• 1. Undergraduate participation of women in the maior field of study 09.02 Computer Science, Information Systems and the minor field of study 04.02.05 Business Data Processing in higher education = 221
• 04.02.05: Business Data Processing = 221
• 09.02.01: Computer Science, Information Systems - General = 225
• 09.02.02: Computer Science = 228
• 09.02.99: Computer Science, Information Systems - Other = 231
• 2. Institutional initiatives = 232
• Reducing barriers to entry = 232
• Reduced mathematics in Year 12 = 232
• TAFE articulation = 232
• Alternative entry criteria = 232
• Slow tracking first year studies = 233
• Mentoring and discussion groups = 233
• Computer activities day for girls in Year 10 = 233
• Promotional videos = 233
• Girls, Have You Considered Computing? = 233
• Information Odyssey = 233
• Check It Out = 233
• Computing Careers Resource Pack = 234
• Introductory Computing Skills Bridging Course = 234
• Scholarships = 234
• Road show = 234
• Faculty Newsletter = 234
• Camps and vacation schools = 235
• Computer camp for girls = 235
• Girls in Maths／Science Summer School = 235
• Targetting single sex girls' schools = 235
• Schools／TAFE Links = 235
• Follow up of student UAC preferences = 235
• Preparatory programs = 235
• Appendix 1.5 04.02.04 Banking and Finance 04.03.01 Economics - General = 237
• 1. Undergraduate participation of women in the minor fields of study 04.02.04 Banking and Finance and 04.03.01 Economics - General in higher education = 237
• 04.02.04: Banking and Finance = 237
• 04.03.01: Economics - General = 243
• 2. Institutional initiatives = 247
• Resource manual: Gender in the Economics Curriculum = 248
• Improving the learning environment for women studying economics = 248
• Staff development = 248
• Providing female role models = 248
• Including women in the economics curriculum = 248
• Development of a package of new teaching materials for first year economics = 249
• Reading Between The Lines = 249
• Development of teaching skills of tutorial staff = 249
• Videos = 249
• Preparatory programs = 250
• Appendix 1.6 09.05 Physical Sciences = 251
• 1. Undergraduate participation of women in the major field of study 09.05 Physical Sciences in higher education = 251
• 09.05.01: Physical Sciences - General and 09.05.99: Physical Sciences - Other = 251
• 09.05.02: Chemistry = 256
• 09.05.03: Geology = 259
• 09.05.05: Physics = 261
• 2. Institutional initiatives = 263
• Vacation／summer schools and camps = 263
• Residential camp in Engineering and Technology for girls in country schools = 263
• Western Australian School of Mines residential camp at Kalgoorlie = 264
• The WEST (Women into Engineering, Science and Technology) Seminar = 264
• Activities Camp = 264
• WA Science Summer School = 264
• Australian Student Mineral Venture = 265
• Girls in Maths／Science Summer School = 265
• Vocational School in Engineering and Applied Science = 265
• Exhibitions／interactive displays／education centres = 265
• E de C Clarke Museum, University of Western Australia = 265
• Geology Museum, University of Queensland = 266
• National Science and Technology Centre Canberra (Questacon) = 266
• CSIROSEC = 266
• Travelling science shows = 266
• Shell Quesiacon Science Circus = 266
• The University of New South Wales Science and Technology Exposition = 266
• Nyholme Youth Lecture = 266
• Travelling Magic Show = 267
• Physics Road Show (I) = 267
• Physics Road Show (II) = 267
• Travelling CSIROSEC = 267
• Schools Links Program = 267
• Competitions = 267
• Royal Australian Chemical Institute Titration Competition = 267
• Australian National Chemistry Quiz = 267
• BHP Science Awards = 268
• BHP Teachers Science Awards = 268
• Workshops／lectures／short courses for school students = 263
• Murdoch University Science Days = 268
• Instrumentation For Schools = 268
• Analysis With A Purpose = 268
• Physics Week = 268
• Headstart for physics and chemistry = 268
• Short courses in physics and chemistry for Year 12 students = 269
• School based science days／workshops = 269
• Publications for school students = 269
• Chemistry Newsletter = 269
• Directions in Physics = 269
• The Helix = 269
• Curriculum development／resources／projects = 269
• Let's Get Cracking: Women, Science and Technology in tne Petrochemical World = 269
• Taking on Technology = 270
• Solar car project = 270
• Peer group learning in the chemistry laboratory = 270
• Physics science study skills elective = 270
• Physics Student Conference = 270
• First year physics laboratories = 271
• Gender inclusive curriculum resource centre = 271
• Scholarships = 271
• Promotional videos = 271
• Applying Physics = 271
• Check It Out = 272
• Australian Institute of Physics video = 272
• Media promotion = 272
• Maths Multiplies Your Choices = 272
• Maths Multiplies Your Choices Western Australia Media Campaign = 272
• Attracting women into nontradidonal careers = 272
• Preparatory／bridging programs = 272
• Appendix 1.7 06 Engineering, Surveying = 273
• 1. Undergraduate participation of women in the broad field of study 06 Engineering, Surveying in higher education = 273
• 06.01.01: Engineering, Surveying - General = 273
• 06.02.01: Engineering - General = 284
• 06.02.02: Aeronautical Engineering = 286
• 06.02.03: Chemical Engineering = 287
• 06.02.04: Civil, Structural Engineering = 288
• 06.02.05: Electrical Engineering = 289
• 06.02.06: Electronic Engineering, Computer Engineering = 289
• 06.02.07: Industrial Engineering = 290
• 06.02.08: Marine Engineering = 290
• 06.02.09: Mechanical Engineering = 290
• 06.02.10: Metallurgy = 291
• 06.02.11: Mining and Minerals Engineering = 291
• 06.02.99: Engineering - Other = 292
• 06.03.01: Surveying - General／06.03.03: Surveying = 293
• 2. Institutional initiatives = 294
• Promotional videos = 295
• Earthlings Can Do Anything = 295
• Engineers Make It Happen = 295
• It's Not Off Limits = 295
• Check It Out = 295
• Women In Chemical Engineering = 295
• Work experience program registers／data bases = 295
• Vacation schools = 296
• National Engineering Summer School = 296
• Girls in Maths／Science Summer School = 296
• WA Science Summer School = 296
• Vocational School in Engineering and Applied Science = 297
• Resource guides／information packages for primary and secondary schools = 297
• Women in Engineering: Careering Ahead = 297
• Taking on Technology = 297
• Engineering Information Packages = 297
• It's Not Off Limits Information and Activity Booklet = 298
• Technology-based workshops／seminars-for school students = 298
• Engineering Careers for Women = 298
• Women in Engineering Seminar = 298
• Outreach workshops = 299
• School speaker programs = 299
• Scholarships = 299
• Orientation workshops／seminars = 300
• Mentoring programs = 300
• Increased course breadth and flexibility = 301
• Increased course relevance = 301
• Chemical Engineering Applications = 301
• Education for the Whole Engineer = 302
• Preparatory／bridging programs = 302
• Appendix 2. Higher education preparatory programs = 303
• Applied Science and Engineering Bridging Program: University of South Australia = 303
• Associate Diploma Bridging Program: University of South Australia = 303
• Bridging Degree Mathematics (BDM), Bridging Business Mathematics (BBM): Northern Territory University = 303
• Bridging Course in Mathematics: Edith Cowan University = 304
• Certificate in Pre-Tertiary Studies: Canberra Institute of Technology = 304
• Certificate of Tertiary Access to Griffith University: Logan College of TAPE = 304
• First Year Technology Summer School: Monash University, Gippsland = 304
• Foundation Access Studies (FAST): Ballarat University College = 305
• Flinders University Foundation Course: The Flinders University of South Australia = 305
• Headway Program: University of Western Sydney (Hawkesbury) = 305
• Intensive Mathematics: University of Technology, Sydney = 305
• Macstart: University of Western Sydney (Macarthur) = 306
• Mathematics Preparation Program (MPP): University of New South Wales = 306
• Muresk Agricultural Bridging Course: Curtin University of Technology = 306
• New Opportunities in Tertiary Education (NOTE): Queensland University of Technology = 306
• Newstep: University of Newcastle = 307
• Open Foundation Course: University of Newcastle = 307
• Science／Maths Bridging Program: La Trobe University, Bendigo = 307
• Tertiary Preparation Program: University of Southern Queensland = 307
• Unistart: University of Western Sydney Nepean = 307
• Women Into Science and Technology (WIST): University of Central Queensland = 308
• Appendix 3. Gender and educational opportunity = 309
• Introduction = 309
• Deficit model of female intellect = 309
• Gender construction = 311
• Misuse of explanation based on gender construction = 312
• Gender issues include males and females = 313
• 1. The gendered nature of violence = 313
• 2. The gendered nature of crime = 314