All scientists are equal
Through initiatives like Girls’ Day, special tours, and role models, companies and educational institutions try to attract more women to the fields of science, technology, engineering, and mathematics. But do these efforts make women feel addressed or uncomfortable? Physicists Annabel Wolf and Emma Prins call for equality.
“Recently, I saw a campaign aimed at getting women interested in science, because then they can make their own lipstick,” says Annabel, an alumna of the Maastricht Science Programme (MSP). “That misses the mark. For me, there’s no need to distinguish between men and women with gender-specific campaigns. If you view women as equals rather than exceptions, more may be encouraged to pursue careers in science, technology, engineering, and mathematics (STEM).”
Emma Prins, a PhD candidate at the Gravitational Waves and Fundamental Physics research group, agrees: “Universities organise special women-only events during open days. That creates an unrealistic picture. In reality, you’re just sitting among men in the lecture hall. I didn’t mind, because I was treated as an equal.”
Insecurity
An equal approach is therefore important, if only to paint a realistic picture of the future. Yet Annabel notices a difference in how boys and girls view STEM subjects. As coordinator of the Einstein Telescope Education Centre (ETEC) in Kerkrade, she says: “Girls tell me they’re not good at physics, even though they’re in upper secondary school and clearly doing well.” Emma, who researches the impact of ETEC alongside her physics work, has the same experience: “Women tend to be more hesitant and consider a subject difficult if they don’t get top marks. Boys just go for it and see how far they get.”
This insecurity runs deep, according to Annabel and Emma. “Boys are more likely to receive technical toys, while girls are discouraged from choosing ‘difficult’ subjects like advanced maths. STEM isn’t necessarily harder; it’s just a different way of thinking.”
Does this insecurity justify a different strategy for women? Annabel reflects: “Some women-focused campaigns might work, but it’s personal. For some girls, the attention gives them the push they need, but not everyone wants to be in the spotlight.”
Role models
Could role models be a more accessible way to get girls thinking about a STEM education and career? Emma says: “Seeing that someone, male or female, with a similar background as yourself can succeed in STEM might remove doubts.”
Annabel and Emma are now physicists themselves, giving talks about the Einstein Telescope. Do they consider themselves role models? Emma: “If I’m a role model at all, it’s as someone who motivates young people to pursue further education in STEM.”
A successful Maastricht approach
The Faculty of Science and Engineering is doing well in attracting female students: 45%, compared to about 30% at technical universities. Emma and Annabel attribute this to problem-based learning, which appeals to women. “It’s a more social, interactive way of learning,” Emma explains. Annabel adds: “As a result, bachelor programmes like MSP produce more sociable scientists: people with STEM knowledge as well as softer skills. It’s no coincidence that my mentor at TNO, where I used to work, called me a social nerd.”
Women in STEM want to be treated like equals. Some benefit from women-focused outreach, others don’t. So, outreach should cater to both groups. With 45% female students, the Faculty of Science and Engineering is doing well, though the challenge remains to get to 50%.
Text: Patrick Marx