We must break in to the cycle somewhere.

It is more clearly evident that the greater participation by women could change the life sciences, and in particular, medical science. In fact, most examples in the debate over whether women have changed science are drawn from the life sciences. One way of testing the question would be to use the scientific method itself do the experiment, get more women into science, and then see how science changes.

A third, more pragmatic, reason for encouraging more women to enter careers in science is an anticipated severe shortage of scientists and science-related personnel before the end of this century. The reasons for this anticipated shortage are a combination of increasing demand for scientists to develop new technologies and to seek solutions to environmental problems, and because the current scientifically and technologically trained work force is aging and will soon be leaving in increasing numbers. At the same time, the anticipated supply of scientists from the traditional sources, immigration and male university graduates, is declining. Immigration cannot be expected to supply the demand as other countries, Europe, Japan and the United States, face the same shortages. Canadian attendance rates by males at university are already nearly the highest in the world and are unlikely to increase significantly. Women are an under-utilized human resource that could help meet the need in the coming years.

The reasons for the low participation of women in science and technology are many and complex. The solution will also have to be multi-faceted and complex. One approach is to take the message into the schools. In a joint project between the Faculties of Engineering and Science of the University of Manitoba (with the aid of some short-term funding provided primarily from the Universities Grants Commission), the Access Program for Women in Science and Engineering has been established.

Undergraduate women students in Engineering and Science have been hired as Access Coordinators. They go into schools to talk to groups of students in grades five to twelve about career prospects in science and engineering and the requirements students must meet to pursue university studies in these fields. They try, as much as possible, to talk to groups of girls only as the presence of boys often inhibits questions from girls, even in elementary school.