Women in the Sciences and Engineering
By: Diane Hartnett
- UMass Dartmouth graduate Angela Cunard credits a high school science teacher with shaping her own career teaching biology: "when we learned about heart rates, he'd have us running around outside."
- Physics Professor Renate Crawford wants more women to realize that engineering qualifies as a "helping" profession.
- Graduate student Makia Powell recalls that "as a child, I was probably a geek" because of her fascination with computers and computer games. "But a happy geek."
Crawford, Powell, and Cunard represent what was once the exception but now is far more commonplace: women successfully pursuing an interest and a career in the sciences and engineering. In the not that distant past, many girls were cautioned not to appear "too smart" in subjects like math or science, and engineering seemed an improbable career choice for them.
That's changed, dramatically so. As many girls as boys--if not more--take advanced science classes in high school. Few people are taken aback at encountering women professionals in research and development. Nationwide, the number of women working in so-called "non-traditional" fields has steadily climbed in the past two decades--in engineering, for example, from 5.8 percent in 1983, to 10.6 percent in '99, to close to 20 percent today.
Yet the National Science Foundation, while acknowledging progress, says women remain under-represented in engineering and the sciences. "Women comprise an increasing percentage of the overall U.S. workforce, but constitute only 27 percent of the science and engineering workforce at large," according to recent research by ADVANCE, the Foundation program that supports increased employment for women. While females earn half of the undergraduate degrees in the sciences and engineering, they constitute only 18 percent of full faculty at universities and colleges (with women from minority groups constituting just three percent of the faculty).
UMass Dartmouth mirrors the national picture in many respects. In most recent years, women accounted for usually one-half--or more--of biology and chemistry graduates. In math, one-third to one-half of graduates are women. By contrast, the number of female engineering graduates has remained small--fewer than 10 in most disciplines, and far below even a quarter of the total number.
Regarding full-time, tenured science and engineering faculty, men outnumber women, with the medical laboratory science department as the notable exception. In the 2003-06 period, the numbers changed minimally. For example, the math department remained the same, with 11 male and 4 female professors. During that period, the number of male computer science faculty went from 8 to 12, with 2 female computer science faculty. (Universitywide, the number of tenured full-time professors for 2006 broke down, 210 male, 108 female, compared to 200 and 91 for 2003.)
However, women currently chair the biology and physics departments, and a woman is associate engineering dean.
For insights on the issue of women's advances in science and engineering, the magazine interviewed five women--two alumnae, two professors, and a graduate student. From their perspective, barriers for girls entering science and engineering fields have largely crumbled, but some issues remain. And all point to the importance of enthusiastic, encouraging role models--often a teacher--to deal with those issues.
- Dr. Renate Crawford, associate dean, College of Engineering
Dr. Renate Crawford, associate physics professor, is the College of Engineering associate dean, the first woman to hold such a top administrative post in that college. Her fields of expertise include liquid crystal displays, and polymer-liquid crystal composites. Crawford regularly meets with prospective applicants at area schools, and has been active in programs to attract girls to science and engineering careers.
"When I talk to girls in high schools, it's very important that they see me as a 'real' person. I've been asked how I balance motherhood and a career, and I was surprised they were already thinking about that at that age. I say, 'Well, I have two daughters and when I leave here, I'm going to run home, pick them up, and take them to soccer and their other activities.'
"There has definitely been an increase in interest in the profession, and in the number of women in higher education. I've seen significant changes in the number of female faculty since I came here (1996). There is a lot of effort underway from the National Science Foundation and other groups to increase the numbers.
"It's important that there be more diversity in these fields. The way you approach a problem depends on both your education and your background. With more diversity, you get more diverse answers and points of view, and you get a stronger project.
"As for there being a 'mommy track,' and women not advancing because of the difficulty of having a family and a career, that may be for some people but fortunately it hasn't been the case with me. I gave birth to one of my daughters four days after the final and I was back by spring semester. I don't think that it is less of an issue in higher education than in the business world--that tenure clock keeps right on going."
Perhaps, says Crawford, persistent career stereotyping draws young women to the more traditional "helping" professions. "They don't see engineering as a helping profession, but it definitely is. Think of all the rebuilding work that went on after Hurricane Katrina--that was engineering. Reducing a lot of our global problems relies on engineering solutions. Engineering and the sciences may not be doing a good job in promoting themselves accurately.
"A lot of people don't realize what engineering is. Those who do generally have a family member or a teacher who says to a girl, 'you're good in math and science, and you should consider these kinds of careers.' There are programs to inform middle school girls, and that's so important. If you don't take the right courses when you're in high school, it's will be very difficult when you hit college.
"The other problem is the image in the media of engineers and people involved in technology--not attractive, awkward, loners. What high school girl wants to relate to that? Even my own daughter, for an assignment to draw a "science person,' drew someone who looked like Albert Einstein. She has two parents who are scientists! But that's the image on television that stayed with her.
"So what's good about programs like CSI is that finally you have female scientists who do not lack social skills."
Sensitivity and awareness among educators have apparently improved since her undergrad days at Kent State University.
"I remember my professor in quantum physics would stop every once in a while during his presentations. In front of the entire class, he would turn to me and say 'Now do you understand that?' It became a joke with me and my friends, and I simply did not let it bother me."
- Dr. Maria Blanton
Dr. Maria Blanton is a senior executive research associate at the James J. Kaput Center for Research and Innovation in Math Education, and an associate professor in the math department. Her work focuses on math education and ways in which to improve it.
Experiences in elementary school left Blanton with a dislike for math, yet she discovered an affinity for algebra as a middle school student--at the age when research shows both girls and boys begin struggling with algebra and the like.
"What I loved about it was what many students hate. It was all about puzzles, about solving things. I wasn't bothered at all about dealing with symbols.
"It was unusual at the time, in that I was taking Algebra One as an eighth grader with ninth graders. I actually thanked the teacher for suggesting that I take the class.
"In considering the subject of women in the sciences, I think it is first an issue of personal interest and then an issue about role models for girls. I definitely had teachers, female teachers, who were very encouraging. I do think that society sends subtle messages about girls and math, which could direct girls in other directions."
A strong sense of self doesn't hurt when a girl selects the less conventional path. "I had a lot of friends," Blanton recalls, when she opted for the higher-level algebra. "I didn't have the sense that they would isolate me."
After high school, Blanton went on to the University of North Carolina for her bachelor's and master's degree in mathematics, and then to North Carolina State University, for her doctorate in mathematics education. In her education classes, most students were usually female. In the math courses, not surprisingly, "I was in the minority. But I was not uncomfortable in any way. There were simply fewer women than men. And in no way did I ever feel discriminated against."
She joined UMass Dartmouth in 1998, teaching math and math education courses and doing research that centers on reforming mathematics education. "I teach one class that math and computer science majors take and that is heavily male. The women in that course, and in my other courses, are very good students. In my classes, the women do as well as, or better than, the men.
"Why are there fewer women than men with careers in the sciences? I think part of that has to do with access. Historically, in all fields, women have not been given the same type of access as men. It was the historical norm that more women would stay in the home, and women have had to fight for their place in the workplace.
"I am always sensitive to the fact that, because I have children, I have to work harder to counter the perception that I will not do my job as well."
For the last decade, Blanton has turned her interest in algebra into a research program that focuses on integrating algebra into the elementary grades. This form of algebra differs dramatically than that experienced by most middle and high-schoolers, and is critical in developing students' mathematical understanding.
After recently co-editing a research volume on algebra in the elementary grades, she is writing a book on developing elementary school classrooms that promote algebraic thinking, a topic that reflects one of the Kaput Center's missions. Blanton and colleagues are exploring non-traditional and better ways to use elementary grades' arithmetic as a context for building children's algebraic thinking.
"As for girls hitting middle school and losing interest in math, that is not an outmoded notion. But it's true in general, for boys and girls. Students do not have the language for algebra when they start middle school.
"At the Kaput Center, we are not advocating for any particular group, but for everyone. Our intent is to help all groups being left behind, and that includes females."
Sheri S. McCoy '80 has a top-level position with one of the world's largest companies, Johnson & Johnson. She is a company group chairman for J & J, and worldwide franchise chairman of Ethicon, a medical device firm involved in surgical sutures, wound management, women's health, and cardiovascular surgery. She is also senior executive in charge of J & J Medical Devices and Diagnostic products for Latin America.
McCoy earned her bachelor's degree in textile chemistry from UMass Dartmouth, and has a master's in chemical engineering from Princeton and an MBA from Rutgers. Starting with Johnson & Johnson in '82 as an associate scientist in research and development, McCoy has had an impressive career, assuming positions of increasing responsibility that combine both scientific and managerial expertise. She was promoted to Global President for the Baby and Wound Care franchise in 2002, and appointed to her current post in 2005.
A New Jersey resident and mother of three sons, McCoy has been honored by several groups for her work on behalf of medical and children's issues. She sits on the board of directors of For Inspiration and Recognition of Science and Technology (FIRST), an organization dedicated to inspiring and educating young people about science, engineering, and technology fields.
"I studied textile chemistry because of the opportunities it could give me, and because it corresponded to my scientific interests. Growing up, I had a number of friends who were interested in science and math. There were fewer role models than there are today, but a lot of people encouraged me to stay in the field, including my father and teachers.
"I always liked the technical aspect of things, the problem-solving aspect. I took organic chemistry and loved it, and I liked algebra.
"At UMass Dartmouth, there were far fewer women than men in the courses. I had a number of close girlfriends and that was helpful. My professors were all male, but I had no sense of being discriminated against. My sense was that if you worked hard and you performed well, they would be very supportive.
"After graduating from UMass Dartmouth, I went on to Princeton and was recruited by Johnson & Johnson. I wasn't chosen because I was female. I had good grades and had done well in college.
"I spent my first 16 years there in research and development, then went on to positions that also involved marketing. My experience has been that people want strong performers, who are technically solid and have good people skills. It doesn't matter if they are men or women. "Three companies report to me. I oversee strategies for growth and make management decisions, and am very involved in research and development for future growth. I love what I do. I can make a difference in patients' lives, and I love the people with whom I work, seeing them grow and develop. I feel I have the best of all worlds in this position. There's the research and development end, there is more problem-solving, and I enjoy the 'people' aspect, (dealing with) 'What does the surgeon need? What does the patient need?'
"I'd say that the most important thing for people today--women and men--is prioritizing. You determine what is important to you. I have to find the right balance, and I don't think that is any harder for women than it is for men.
"Today, people want more balance in their lives and companies recognize that. I know that here we focus on that, and are constantly asking, 'How can we give our people more flexibility?'
"The FIRST group is focused on making science and technology fun for young people to participate in, in the same way that people enjoy sports. In the workplace, teamwork is so important--athletes learn that, and FIRST also emphasizes it. The organization gets youngsters interested at an early age. If you are going to develop leaders in this field, they must have solid scientific backgrounds, and they have to build their skills in working with people. That's absolutely critical."
- Angela Cunard
Angela Cunard received her master's degree in biology from UMass Dartmouth in 2000, and has taught biology, including advanced courses, at Seekonk High School for six years.
This spring, she was one of 30 teachers nationwide to receive the annual Science Teaching Awards from Amgen, one of the biotechnology industry's leading human therapeutics company. The awards recognize educators kindergarten through grade 12 whose work advances students' interest in science and inspires them to become scientists. Amgen honored Cunard for dedication, creativity, and strategies that include "hands-on labs and activities, along with Socratic questioning and problem-solving challenges.
"She often uses current news and real-life applications to engage students, who can be found discussing exploding frogs in Germany, wading in a river to measure dissolved oxygen. . . (or) selling investors on their start-up biology company."
Societal messages and images may turn some girls away from the sciences, Cunard acknowledges. "But I think that today it is a matter that depends far more on the individual, on the girl and the support she has in other ways.
"I have a lot of girls in my classes who are going into the sciences. In advanced science classes, there are many girls, often more girls than boys.
"I do sense that some girls tend to be more afraid, afraid of volunteering an answer, of being wrong. They tend to be so quiet. Boys seem less afraid in this respect.
"With those girls, I try to get them to give me the answers by encouraging them. I'll say things like, 'you're warm, you're close, you're almost there.' I would never just say, 'you're wrong.'
"When I was growing up, I wanted to be a veterinarian. I was a good student overall, and good in the sciences. I had a great teacher who got me interested in biology--a high school teacher, male, who really challenged me to think, to use my mind. He wouldn't just give me the answers. I found the class really interesting. He was very animated. We'd be studying heart rates, and he'd jump on his desk and then have us jumping up to run outside."
Cunard decided she'd like to teach, incorporating into her classroom that same hands-on approach. While personal circumstances originally interfered with her plan, she ultimately succeeded through the Massachusetts program that expedites teacher training and brings science professionals into the classroom.
A parent cited a biotechnology course that Cunard developed in nominating her for the Amgen award. In the class, students explore advanced concepts about cells, and embark on sophisticated, real-world projects. For example, student teams are assigned an actual disease: they analyze it from a biological perspective, develop a product that addresses its symptoms, and then design marketing and financial plans for the product.
"They're brainstorming all the time, while I'm guiding them all along the way. They go all over the country attending seminars on their disease, via the Internet. We have a Spirit Week where they show their product and come up with a logo. And they have an investors' session, where they have to persuade (hypothetical) investors to give them seed money."
"Having the students work in this way is so effective. My thing has always been to make learning hands-on. For me as a student, it was a case of 'If I can't see it, can't manipulate it, then I can't truly understand it."
- Makia Powell
Makia Powell, a Raynham native, graduated magna cum laude this spring with a degree in computer and electrical engineering. Now pursuing her master's in computer engineering at UMass Dartmouth, she is working on a complex computer chip system as her graduate thesis. If successful, her project would enable more effective, faster processing and storage of numbers, with practical application in a number of fields. If Powell were asked how to entice more girls into computer engineering or similar majors, "instead of saying something to them, I would show them something, such as a cool online game.
"What inspired me most in high school were some really cool video games I saw. They were awesome.
"I'd also talk with them about the opportunities in this field that let you become involved with social issues, issues of protection and security--things like the network that is being developed with a series of tiny robots with sensors for communicating and predicting fires and floods, and preventing disasters.
"I was in middle school when I really became interested in computers. My dad is a draftsman and I thought his work was interesting. I read about Bill Gates and Microsoft, and thought the technology seemed cool and I wanted to work on it.
"A lot of my friends were boys and we worked on computers and programming. I guess that as a child I seemed like a geek to some people, but I was a happy geek. This was all so interesting to me, so it didn't matter what some people thought.
"I felt I received encouragement and support from a lot of people--my parents foremost and my teachers.
"What I like about the field is the problem-solving that is involved. It's a math game. Working on a project can be frustrating and rewarding. For me, when something becomes frustrating, it's fun to work with others and usually together we can find solutions.
"One reason I came to UMass Dartmouth was because I heard the engineering program was a hands-on program. I visited the ATMC and I felt that if I had an idea, there would be people to help me with it.
"In my undergrad engineering classes here, there might be one or two females in a class of 25 to 30. A number of females drop out of engineering, but that's the case with men too. In my graduate courses, there usually three females and the classes are smaller.
"Being the only woman has never been a problem, although lots of times, I feel I haven't been taken seriously. I would make a suggestion and it would be glossed over or I wouldn't be listened to.
"So I am consistent and stay calm, and when I say I can deliver a project, it gets delivered. I earned respect and they also earned my respect.
"I went to a meeting in Boston of the Society of Women Engineers (Asst. Professor Katja Holtta-Otto is working to revive the UMass Dartmouth chapter) and it was refreshing. I saw it as a networking opportunity and a place for mentorship. You're able to talk about different subjects and maybe other women can guide you because they have dealt with the same issues."
Diane Hartnett is the writer for the university Publications Office
Fall 2007
