A recent Toronto Star article reported that the number of women studying engineering in Ontario is on the decline.
Five years ago, 30 per cent of first-year engineering students were female, compared to 20 per cent today. In response to the decline, engineering schools have taken steps to entice women back to engineering by eliminating Ontario’s grade 12 geometry and discrete mathematics course as an entrance requirement. Instead, the article reports, applicants may substitute more “female-friendly” courses, such as biology.
It is one thing to identify that students are consistently experiencing difficulty with a specific course. It is another thing to frame the issue in gendered and to substitute courses based on the perception that girls don’t do well or are intimidated. The majority of students find math challenging regardless of gender.
While it is good to see that an effort is being made to increase female enrolment in engineering, a core course should not be substituted simply for the sake of numbers. If in fact geometry and discrete mathematics is a necessary course for subsequent success in engineering, it should by no means be relegated to being an optional credit. If the course is not necessary, make it optional, but don’t tie the change to the issue of women’s enrolment.
The engineering schools have also committed to hosting events to promote engineering as a field of study to high school girls, which is commendable. However, education about science and engineering should not begin during high school, but in elementary school.
Girls should be taught that not only boys can become engineers, just as boys should be taught that they can become teachers and nurses. These gender distinctions in the work force are merely a manifestation of archaic social norms that are not applicable to today’s society.
Lower numbers of female engineering students also point to an even greater societal issue. Girls often learn, subconsciously and from an early age, to be intimidated by the presence of boys and that they shouldn’t show off their intelligence if they want to be considered attractive. Adults often take this for granted, failing to realize that even the most trivial and seemingly insignificant comments easily make lasting impressions on children.
Although initiatives like conferences and workshops are important to educate high school students, particularly girls, about engineering, their attitudes have already been formed at home and in the classroom. Teachers should be better equipped to not only deliver material in a way that engages both boys and girls, but also to adapt to different learning styles, which may be an even greater reason than social norms for why students often dislike math.
While altering the ission criteria is a sign that the engineering schools care, it’s an ineffective and even insulting approach. A necessary course should not be made optional solely on the misguided basis that girls find the course difficult and that without this course, more girls will enroll in engineering. Improvements to teaching strategies would go far to engage students or at least help them understand the material.
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