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Posted on May 4th, 2014, by

Barriers for Women Scientists Participation at Social Level

Science has at all times been treated by people as a man’s domain. Thus, society concurs with the international notion that scientific careers are incompatible with a woman’s living. So, the gender unfairness in employment and education is considered traditional and the small numbers of ladies engineers, mathematicians and scientists are considered a natural result of the biological dissimilarities between males and females. This perception has led to females scientists experiences related to gender biased practices through cultural obstacles which are manifested on education and professions of ladies in STEM (Margolis, Fisher). The achievement of gender equality is a core in the achievement of equal participation by males and females in the STEM.

Educational Barriers on Women Scientists

Education advocates assert in a globe where technological innovation is a key to evolvement, a gender gap in STEM may put nations at the competitive disadvantage. Education that is a key to females’ participation in STEM demonstrates few girls study in the sphere of science. Fewer women sign up at higher levels in the sciences are accompanied by low numbers of women scientists participating in the field (Long).


  • I think that alone with the industry, the STEM professions should thoroughly review career data and promotion strategies. It may be suitable to evolve separate career data materials for young girls. Career data materials have to deal more intentionally with the characteristics, which young girls appear to look for more strongly in a career (social engagement, creativity, making a difference, working in teams). Career data material and programs also needs to tackle unconstructive perceptions.
  • Also to deal with the issue, the scientific professions in England have to address the women role model shortage by considering a program, which will bring girls in high school in contact with women in science.
  • The English provincial professional associations should emerge, where they have not already done so.
  • Parents and teachers and mentors may do a great deal to encourage girls’ accomplishment and interest in science. Negative stereotypes about girls inner capability in math and science are harmful in measurable ways.
  • Also I believe it is important to spread the information about accomplishments of women in math and science. The more people know about these accomplishments, the harder it will be to believe the stereotype boys are better than young girls in STEM fields.
  • The stereotypes threat should be addresses at schools and colleges. The stereotype may negatively influence the performance of females in science. Teachers and educators are best at teaching young people about stereotype threat.
  • I am confident that it is necessary to teach young girls that intellectual skills, counting math and science skills, grow over time. Girls should view intelligence as a changeable, flexible characteristic, which may be developed through effort over some time.
  • It is helpful to support and help girls in England to develop their spatial skills. Usually boys are better in the area of spatial skills. That is why it is vital to encourage girls to evolve the spatial skills. Young girls with strong spatial skills may be more confident about the capabilities and express larger interest in STEM subjects in school, and strong spatial skills also encourage determination in engineering majors in college (Ferreira, 969-989).
  • It is vital to assist girls in acknowledging the career-relevant skills. Young females are less likely than boys to understand the academic successes in STEM as an indication they possess the skills required to be successful scientists. So, it is highly recommended to encourage young girls to see their success in STEM for what it is.
  • Teachers may lessen reliance on stereotypes by making standards and expectations obvious. Some researches demonstrate that girls treat their school mark differently than boys (Brainard, Carlin). Teachers have to explain what all the grades mean. Girls have to know what they can improve.


This paper traced the progress of ladies in England and analyzed the impacts of the legal system, societal norms and professional practice in the field of Math, Science, Engineering, and Technology. This paper also discussed the most significant issues, opportunities and challenges that females face today as they plan their careers. Also, the paper provided some recommended strategies, which could improve women’s prospect in work environment and open a path for future opportunities in England.

The conflict between females and science is written into the arrangement of higher education and research labs, the arrangement of the working and private lives. The exclusion of ladies from science resulted from hard-fought battles in the 17th and 18th centuries. Efficient and lasting inclusion of ladies in science will need hard-fought struggles in the 21st century. It may cost money, effort, and understanding, but the trip to full equality may be even more thrilling and worthwhile than the trip into space. The researches show the expanding presence of ladies in disciplines that have not, historically, been affable to them. It is an issue of imperative concern, not merely to the academy but also to society at large, that the future holds even greater chances for them.

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