Maths and science springboards to careers

Press, 28 July 1986, Page 16

Maths and science springboards to careers

By

OLIVER RID

DELL in Wellington

Two Christchurch women have been appointed to the new Women’s Advisory Committee on Education.

Ms Jessie Thompson is a senior education officer at Christchurch Women’s Prison, and Ms Prue Densem, is a lecturer in education at the University of Canterbury. Ms Lyn Scott, principal of Hamilton Girls’ High School, is the chairperson. The committee will make recommendations to the Government on how the status of girls and women in the education system can be improved.

Eleven of its 13 members have been appointed by the -Minister of Education, Mr Marshall,’ from 162 nominations from a wide range of organisations and individuals. There is also one representative each from the Department of Education

and Ministry of Women’s Affairs. Committee members represent no one specific organisation, or area. They have a broad range of education experience from early childhood care and education through to continuing and tertiary education. Maori and other ethnic representatives are included. Three education officers and an advisory officer have just been appointed to the Department of Education. Each has a specific responsibility for girls’ and women’s education issues, and will work closely with the Women’s Advisory Committee. They will promote change in the curriculum, teaching resource material and teacher training, and address the changing needs of Maori and Pacific Island girls and women in the school system and in continuing

education. The Minister oi Women’s Affairs, Mrs Hercus, says the establishment of this committee, together with the new departmental positions, show the Government’s commitment to improving the status of girls and women in education. She is “delighted to support” the new appointments. Mr Marshall says these developments reflect the Government’s concern that the employment future of more than 50 per cent of the population is being threatened by narrow career choices, and rapid technological changes. New technology is undermining employment prospects in many female-

dominated occupations — such as sales, clerical, secretarial, retailing, and banking, he says.

“If women are not to be relegated to a life of intermittent employment, they must broaden their career horizons to take in occupations that until now have been dominated almost exclusively by men.” Now about 54 per cent of women worked in just seven occupations — as nurses, teachers, clerks, typists, book-keepers, shop assistants, and clothing workers. Department of Labour figures show that while there are 138 occupations that employed men only, there were only nine that were exclusive to women.

Schools are producing girls with a narrow range of career options because they chose a narrow range of subjects. Critics say this is a result of the expectations society had

about women, says Mr Marshall.

A Department of Education report shows that of those taking single sciences in Form 5 in 1981, physics had been taken by 10 times as many boys as girls, chemistry by three times as many boys as girls, and biology by twice as many boys as girls. Mr Marshall says that in Form 7 in 1983, more males than females had taken accountancy and economics.

. At each of the three Form 5 to 7 levels, more males than females choose the physical sciences and mathematics, with very large majorities at Form 6 and 7. By contrast, large numbers of girls opt for arts and language subjects at the top secondary school levels. “It worries me that males dominate the maths

and science-related sub-' jects at school,” he says, “because these are the springboards to careers in medicine, engineering, commerce, and the sciences.”

Good career advice is vital to widen options for female students, particularly as many girls are guided by their parents’ narrow expectations, he maintains.

“We may need to reassess the content of school syllabuses to make courses more responsive to the needs of girls. “More equal representation of women in business and the professions will help achieve greater equality between the sexes, and enable females to have a greater influence on the community.

“The quality of our society can only be en-. hanced by such a development.”