| Summary: | In spite of the fact that women comprisethe majority of students (66%) at the Universityof Iceland, the fields of math, physics,engineering and computer science arethe last male strongholds where womenconstitute only 15-34% of the student body(University of Iceland, 2010). This hasraised concerns about equality policiesand practices within the university (AuðurMagndís Leiknisdóttir et al, 2009) and genderedoccupational and educational choicesin general in Iceland (Forsætisráðuneytið,2004).In the choice of college major the individualis subject to the influences of socializationtaking place within the gendered social context offered by a predominantlypatriarchial social structure (Anderson,1997; Gunter, 1995; Lindsey, 1994). NancyBetz (2005) has emphasized that individualsface barriers related to social structure,socialization and psychological factorsthat hinder them in making untraditionalcareer choices for their gender. However,supportive factors may also facilitate thesechoices. A recent study done in the USshows that the main barriers in the choicesof engineering for women are: lack of informationabout the occupation, feeling ofalienation in advanced math courses, selfefficacybeliefs, lack of female role models,and career counseling. The factors thatfacilitated their non-traditional choices,in contrast, were academic achievementand interest in math and sciences, goodteachers, encouragement, role models, andgood job opportunities (Wentling & Camacho,2008).It is not sufficient to focus on individualchoices and perceive science and technologyas value free or just as a set of skillsand attitudes women need to master. Henwood(2000) has suggested that it is importantto study the culture that is dominantwithin these fields and how they relate tothe greater power structure in the patriarchy(Greenfield, et al., 2002). The majorpurpose of the present study was thereforeto test whether women enrolled in maledominatedmajors in the School of Engineeringand Natural Sciences had encounteredbarriers and supportive ...
|
|---|