EDITORIAL

Hurdles and Roadblocks on the Road to
Science and Technology

BY JAN CLARKE

Reflecting on my own interest in biology, I realize that trying to make sense of the natural world has always sparked my imagination and temporarily satisfied my unquenchable curiosity. But a closer look reminds me of the confusing psychological and social hurdles I too often face. Some I clear well, others bruise me as I stumble.

Entering the "rational" and "objective" world of science and technology has never been easy for girls and women; our enthusiasm and aspirations too often evaporate in the face of social practices that thwart us. The contradictions girls and women face in science education are obviously not new, but challenging them head on is long overdue.

In this issue, the voices of girls and women are heard expressing frustration with the blatant and subtle barriers they encounter in science education. But the clear recognition that math, science and technology are creative, fun and even beautiful is an encouraging change. To kindle the interests of girls and their teachers, educators both within and at the margins of the school system recognize the importance of teaching the joy of science. At the same time, recognizing the persistent social practices which dampen enthusiasm may stimulate new strategies.

A common thread in many of the articles is the importance of presenting math and science to girls in ways that include them, by focusing on creative student-centered projects. This is particularly evident in the carefully designed girls-only programs - the annual careers programs and the hands-on workshops held at colleges, universities and in small communities - that currently remain at the margins of the school system. It is in these programs that feminist pedagogy is usually explicit, whether through an emphasis on relational learning, by fostering a cooperative environment, or through sharing ideas with female role models and mentors. Clearly these experiences can change a girl's attitude towards math, science and technology and can be a turning point in her education and future. Even so, the women who develop these programs express impatience with the school system's reluctance to take feminist pedagogy seriously and incorporate new ideas into the curriculum.

Breaking down the gender socialization which discourages girls' enjoyment of math, science, and technology is not accomplished solely through girls-only programs. It also involves the women who teach girls, particularly at early levels, in school. The quite different educational backgrounds and life experiences of the contributors to this issue indicate that re-learning math and science as adults may offer the opportunity to share our new knowledge and take our own interests in new directions. Recognizing that women teachers also need to learn to enjoy new technologies so they can comfortably incorporate them into their classrooms, and act as role models themselves, is a positive way of empowering teachers and a step towards reshaping the educational system from within.

Many strategies for taking girls' interests and aspirations in science and technology seriously are enthusiastically discussed in this issue of WEdf. But, our efforts to cover a wide range of topics and regions still leaves out some voices and barely represents many regions. We regret that an analysis of the unique difficulties and concerns of many girls is not included.

Clearly the approaches taken in girls-only programs have led to interests in unusual topics and unique projects; an in-depth analysis of how girls and women might change science and technology will raise new questions. And what can we learn from the voices of young girls themselves? In what way do both traditional and feminist approaches to science education spark their imagination or satisfy their curiosity? We need more feedback.

In this process of making connections to create a network of women involved in science and technology education, the links are strengthening. Counting girls and young women in as a part the shared fun of discovering science is a major step. Next, we must ensure that the routes to careers in science and technology are cleared of hurdles and well-paved.

Jan Clarke is the Guest Editor of this issue of Women's Education des femmes.