In India, a long way to go
Arecent study by Unesco Institute of Statistics shows that women are missing from the ranks of higher education and research. According to the report, almost 53 per cent of women are studying till postgraduate level, but they do not progress further towards doctoral research and science education. The drop is more marked with regard to South Asia ( including India) and West Asia, with only 19 per cent of women in research. In India 37 per cent of doctorates are PhD holders but only 13 per cent hold science faculty positions. This reiterates the fact that India has been particularly gender blind when it comes to fostering science education among women and that it still remains a male bastion. Historically there have been several eminent women scientists such as Anandibai Joshi and Rukhmabai, both medical doctors, Janaki Ammal, who headed the Botanical Survey of India in the 1950s, Kamala Sohonie, a leading biochemist of her time, Anna Mani, Deputy General Director of the Indian Meteorological Department for seven years, and Rajeshwari Chatterjee, first female engineer from Karnataka, to name a few. But their names and work are not generally known to the public. Only scientists like C. V. Raman and others continue to be quoted and referred to as eminent scientists. This is an explicit indicator of the prevalence of patriarchy and male supremacy in the world of scientific research in India.
It is also a matter of concern as to what kind of classroom transactions, texts and curriculum are used in school education to foster curiosity in science and technology among girls. An analysis of texts used in Indian schools will show that it is usually men who are portrayed as engineers, doctors, scientists and other professionals, whereas women are projected as mothers, nurses, school teachers, housekeepers and other such nurturing professions. Girls do not get to know of alternative reference role models who will inspire scientific enquiry. At home and in society they are subjected to gendered norms which give primacy to nurturing roles and aspirations. The overall environment therefore does not encourage them to explore science, mathematics and technology.
Disparities in the educational system in India and unevenness of the quality of education ensure that the outreach is limited to the upper and middle- class strata of society. The middle classes have evolved over the years, using benefits of the educational system. Their perception of status is dictated by a socio- psychological underpinning of education and professional development among both genders. Hence families from middle class backgrounds, especially in urban areas, encourage their daughters to take up higher education and research positions. On the other hand, a majority of working women form part of the unorganised sector in India — about 90 per cent ( National Sample Survey 61st round). These women are largely poor and belong to lower caste and class. This class difference is reflected in the presence of women in the STEM ( science, technology, engineering and mathematics) world. A large segment of women from poor caste and class do not reach the levels of higher education and tend to drop out of education during schooling. The following table gives the span of gender wise disparity in higher educational enrolment in science and technology streams.
The data above show that women scientists and technologists have been able to break into several male bastions but they still remain a minority. For scientific enquiry and learning the milieu of education is not limited to classroom and laboratory experiments. There is a constant discourse between peers and faculty as advisors to the learning process and informal discussions in spaces other than the classroom. Also, there is considerable sexism prevalent in these institutions which acts as a deterrent for women students and faculty and often sexual harassment leads to dropping out of courses and workspaces.
Dialogues like “Now she is married and will have children, we will have to bear the burden of her work here”, are quite commonplace. This is combined with a societal and familial pressure that a woman’s primary role is that of a mother and caregiver; hence she should not prioritise professional growth over this role.
In a study commissioned by Niti Aayog ( 2016- 17), out of 991 sampled respondents among currently working science professionals, there were 217 reported instances by women of refusal of a challenging work opportunity.
The factors cited were time commitment required for the job, childbirth, family opposition, change in job location and family care.
To ensure greater presence of women in STEM fields there needs to be a multi- pronged approach in India. It has to begin with affirmative action in school education for girls. Specific efforts need to be made to reduce sexism and sexual harassment in institutions of higher learning. Highlighting achievements of women scientists through awards, providing fellowships for women scholars in STEM, and women- friendly services including safety measures in institutions and workplaces will enhance participation of women.