Gender Dynamics

Jenefer Husman, Claudia Khourey-Bowers, Tania Vislova, and Martina Niewandt
A Geoscience program and its classes have few to no female students. One female faculty wants to expand the diversity of the program. She begins to teach an introductory course to increase enrollment of female students. However, this course is full of students who hold the following attitudes:

• Math, science, and such are "masculine."
• Geologists need to be "strong" and "rugged;" this perception is emphasized by field trip requirements.
• Emphasis of traditional gender roles in the classroom.
• Women in Geology are not "feminine."

What can the professor do?

Possible issues:

• Female students may have had a negative experience in the past.
• Students lack female role models (only one female faculty).
• Male modes of thinking and communicating may dominate.

Responses

• "Move to Amherst"—no such problem at women's colleges
• Add opportunities for lab or field research with other women (even if it's in collaboration with another institution)
• Expose students to a variety of people doing geoscience
  • Provide female role models who don't necessarily "look like geologists"—if they aren't at that institution, have them visit
  • Women with family, etc. as role models
• Implement female-friendly practices: for instance, allow variety in approaches to problem-solving
• Field-trip planning: plan for less novelty and more comfort (e.g., plan for bathroom stops)

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