À la Faculté des sciences et de génie de
l'Université Laval: Place aux filles


Depuis quelques années, la Faculté des sciences et de génie de l'Université - Laval s'est jointe à une multitude d'autres instances alertées par la décroissance de la main-d'oeuvre scientifique au Canada, l'augmentation parallèle des besoins technologiques et la faible représentation des femmes dans le secteur des sciences et du génie. Elle a donc entrepris une importante réflexion sur ces réalités afin de contribuer au redressement qu'impose cette situation.

La Faculté des
sciences et de
génie a entrepris
la mise en oeuvre
d'un Plan
d'action pour le
recrutement et
l'intégration de
la clientèle

À l'Université Laval, la prise de conscience à propos de la place des femmes dans l'enseignement supérieur et, plus particulièrement en sciences et génie, s'explique par un ensemble de facteurs qui ont favorisé cette sensibilisation.

Mentionnons entre autres l'étude de l'Avis du Conseil de la Science et de la Technologie (1986), la présence d'une coordinatrice à la Condition Féminine et la nomination d'une responsable du dossier de la Condition Féminine à la Faculté des sciences et de génie. Dans la foulée, la Faculté des sciences et de génie a entrepris, au cours de l'été 1987, la mise en œuvre d'un Plan d'action pour le recrutement et l'intégration de la clientèle féminine.

The Faculty of Science and Engineering, Laval University:
Make Room for the Women!


In recent years there has been a growing demand for workers in science and technological fields that has not been matched by the number of students interested in studying in these fields. In response to this trend, and to the recognition that women are under-represented in the areas of science and engineering, the Faculty of Science and Engineering at Laval University embraced, in 1987, a plan of action for the recruitment and integration of girls. Some new recruitment tactics include the participation of female students from the Faculty in career-days at secondary schools of CÉGEPS; the organization of visits for interested students to the Faculty laboratories and facilities; the sensitization of professors and counsellors to the bias inherent in sciences and engineering against girls; and the distribution of information about successful female Students in sciences or engineering.

Once girls are recruited, their integration must involve an understanding of how they differently experience the academic environment and how they best function within it. In many cases, they are motivated by the same interests as boys (prospects for a good job, interest in the material studied, and the challenge of an education in the sciences) but frequently find the university setting to their detriment. For example, because they tend to have higher standards, girls often react poorly to the pressure of an excessive workload and resent more the restrictions they must place on their social life in order to meet these standards. Girls also equate their scholarly performance with a personal evaluation of themselves and, as they more often see their course of study as an end in itself, are more easily discouraged by disappointments, especially in an atmosphere that encourages competition and excellence at the expense of collaboration and personal satisfaction.

In the fall 1989 registration at Laval, girls represented 19% of those entered into engineering. To encourage the growth of that number it is our challenge to create a system that will accept and integrate not only "ordinary" boys but also "ordinary" girls and their specific concerns.

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