The evolution of public
policies in Education,
Science and Technologies
in Quebec
Nadia Ghazzali, Prof., Ph.D.
NSERC - Industrial Alliance Chair for Women in Science and Engineering in
Quebec
Department of Mathematics and Statistics
www.chaire-crsng-inal.fsg.ulaval.ca
April 20-21, 2009
Outline





A brief overview of the Chair
Heroic times for women scientists
Current situation: some statistics
Why?
A few thoughts
April 20-21, 2009
History of the Chair

Natural Sciences and Engineering Research Council of
Canada(NSERC)

1989: National chair for women in engineering (Ms. Frize)

1995: Recommandations of the Ad Hoc Committee to encourage
women in sciences and engineering

1997: Establishment of 5 Regional Chairs for women in sciences
and engineering (British Columbia, Prairies, Ontario, Quebec,
Atlantics)
April 20-21, 2009
Partners of the Chair

Natural Sciences and Engineering Research Council of Canada
(NSERC) Improve the efforts to attract, maintain and to help the
advancing of women in sciences and engineering

Industrial Alliance
Concerned by the workforce needs in their area of involvement

Laval University
Reflect their will and the will of the other universities in Quebec
to facilitate the integration of women in sciences and
engineering
April 20-21, 2009
Objectives of the Chair






To stimulate further the interest of young women to
pursue careers in sciences and engineering
To have a better understanding of the key factors
influencing the choices of careers among young
girls
To intervene in the academic (colleges and
universities) and workplace environments
To emphasize the role and leadership of women
To increase the participation of women in positions
of authority
To promote a positive climate facilitating the
recruitment of students for undergraduate and
graduate studies in sciences and engineering
April 20-21, 2009
www.chaire-crsng-inal.fsg.ulaval.ca
April 20-21, 2009
History of women scientists
in Quebec
« Women in sciences and
engineering through history in
Quebec» (2008)
April 20-21, 2009
Beginning of the XXth century:
2 main women role models

Reference to the emancipation of the
English North American Women


At the root of the revendications of the
women education, the occupational entry
and the obtention of the Women right to vote
Reference to the French Christian
feminism

Based on Christian personal development
April 20-21, 2009
Heroic times for women
scientists
English women decades ahead of their time

Women admitted at McGill University since 1884

The Donaldas: nickname of women students from McGill

The firsts to obtain jobs at the University

They participated to major research projects

Between 1900 and 1910, about thirty women are working
in the nuclear physics field

They earned less than men and are struggling to obtain
their peers recognition

The interest for men in science, field more and more
prestigious, led to a progressive exclusion of women
April 20-21, 2009
Carrie Derick (1862-1941)
Harriet Brooks (1876-1933)
Firsts English Women

DERICK, Carrie
Pioneer in Plants Genetics
First full professor in Canada in 1912 (U.
McGill)
Bachelor of Arts1890, Master 1896

BROOKS, Harriet
Physicist and professor
Author of researches about the radioactive
decay of radium at the beginning of the XXth
(U. McGill)
Bachelor of Math. and SN 1898
Master of sciences 1901
April 20-21, 2009
Heroic times for women
scientists
French women entering by the back door

Laval University is implicated for women higher education
since 1908

It is only at the end of 1920 that women can finally have
access to programs in universities

Between 1929 et 1945



Almost all women registered in cultural, service and teaching
programs
Only 6 women registered in sciences programs
The percentage of women increases from 0.6% in 1929 to
21% in 1945



Widen the offer of courses (pedagogy 1943)
Obtention of the Women right to vote(1941)
Compulsory education(1943)
April 20-21, 2009
Marcelle Gauvreau (1907-1968)
Marie Gérin-Lajoie (1890-1971)
Firsts French Women


GAUVREAU, Marcelle (Fée des fleurs) 1907-1968

Botanist and popularizer, License in natural sciences

Founder of the School of Awakening (École de l’Éveil) (1935)

Writer of the catalogue of Canada's algae (1933)

Columnist for the Young Naturalists Club in the journal L’Oiseau
bleu
GÉRIN-LAJOIE, Marie

1st graduated of the women classical education(1911)

1st French-Canadian obtaining a Bachelor of Arts

Top in her school that year – the information was not public

Upgraded her educational skills in social work in USA(1918)

Founder of the Notre-Dame du Bon-Conseil Institute (1923)
Social centers, playgrounds et housing facilities
April 20-21, 2009
First step towards university
Women Classical Colleges

In the catholic environments: the ultimate fear to see
women femmes access to the humanities and imitate
men

Government of Quebec funds



Men Classical Colleges (1922)
Women Classical Colleges (1961)
Home economics education became systematic

Schools of happiness
April 20-21, 2009
A stepping stone for women
World War II

National Resources Mobilization Act-1940
(Women mecanics, electricians, welders, etc)

About 150 women soldiers go to the University
Desire of freedom

Tax laws penalize men whose wives are still
working

Child care centers are dismantled
April 20-21, 2009
A stepping stone for women
World War II

Home economics education looses its
popularity (1956)

Between 1954 et 1962: 15 woman classical
colleges, two of them led by lay people

In 1964, the Parent Report recommands



Right for girls to an educational identical to the boys
education
Classes opening for men and women
Free education for all
April 20-21, 2009
University for all
The « Révolution tranquille »

Secularism of the institution and the society (1960)

Gradual acceptation of paid work for women but not
yet integration in non-traditional field

Establishment of the MEQ, the CEGEPs, the UQ
network

Abrogation of the classical colleges, normal schools
and schools of domestic science

Free education for the collegial level

In 1968, 17 women engineers, 150 lawyers, 7
architects, 2 psychoanalysts, 6 urbanists
April 20-21, 2009
Current situation
Some statistics
April 20-21, 2009
CURRENT SITUATION IN QUEBEC
PRE-UNIVERSITY COLLEGE 2000-2004
Program
Details
2000
2001
2002
2003
2004
Sciences
Men
Women
Total (♂+♀) (3)
% (3)/ (1)
% ♀/(2)
% ♀/ (3)
♂: 10 938
♀: 10 740
T: 21 678
19.6 %
17.6 %
49.5 %
♂: 10 517
♀: 10 763
T: 21 280
19.5 %
17.6 %
50.6 %
♂: 10 103
♀: 10 399
T: 20 502
18.8 %
16.9 %
50.7 %
♂: 10 190
♀: 10 139
T: 20 329
18.6 %
16.4 %
49.9 %
♂: 10 153
♀: 10 001
T: 20 154
18.4 %
16.1 %
49.6 %
Human
Sciences
Men
Women
♂: 15 467
♀: 21 920
♂: 15 238
♀: 21 395
♂: 16 022
♀: 21 835
♂: 16 666
♀: 22 400
♂: 17 290
♀: 22 248
Biological
techniques
Men
Women
♂: 3 590
♀: 13 420
♂: 3 524
♀: 14 756
♂: 3 518
♀: 15 323
♂: 3 553
♀: 15 633
♂: 3 599
♀: 15 907
Physical
techniques
Men
Women
♂: 14 226
♀: 2 870
♂: 13 853
♀: 2 635
♂: 12 956
♀: 2 383
♂: 12 162
♀: 2 227
♂: 11 431
♀: 2 247
Art, letters
and multiple
Men
Women
♂: 5 081
♀: 12 075
♂: 4 850
♀: 11 700
♂: 4 960
♀: 11 493
♂: 5 132
♀: 11 438
♂: 5 304
♀: 11 564
Total
Women (2)
Total (1)
♀: 61 025
T: 110 327
♀: 61 249
T: 109 231
♀: 61 433
T: 108 992
♀: 61 837
T: 109 540
♀: 61 967
T: 109 744
Source : Statistique de l’éducation 2006
April 20-21, 2009
CURRENT SITUATION IN QUEBEC
Undergraduate University Studies 1999-2007
67 343
70 000
1 104
2 412
2 499
3 078
61 111
Nomber of students
60 000
50 000
598
2 160
2 940
2 799
8 918
1 031
2 550
2 515
2 877
9 596
46 820
7 754
13 544
13 272
1529
430
926
1 653
8 164
8 626
3 803
4 114
6 727
7 494
20 871
20 472
2 146
2 694
2 871
M1999
M2005
M2007
440
1
1 451
048
1 507
6 699
14 102
30 000
14 914
12 957
3 604
6 455
20 000
8 665
8 396
9 943
19 450
10 000
13 363
8 688
48 115
1630
423
854
1 654
42 800
13 202
40 000
F : Female
M : M ale
68 912
13 489
0
F1999
F2005
Health sciences
Education
Letters
F2007
Science and engineering
Administration
Law
Human sciences
Arts
Multisectorial studies
April 20-21, 2009
CURRENT SITUATION IN QUEBEC
Undergraduate University Studies 1999-2007
Sector of study
All
Science and
Engineering
Health Sciences
Science and
Engineering
and
Health Sciences
Year
Men
Women
Total
(Men and Women)
1999
42 800
2007
48 115
1999
19 450
2007
20 472
1999
2 146
2007
2 871
13 489
16 360
1999
21 596
18 631
40 227
 12.4 %
 5.3 %
 33.8 %
61 111
68 912
9 943
8 396
8 688
 8.1 %
2007
23 343
 12.8 %
 15.6 %
 55.3 %
103 911
117 027
29 393
28 868
10 834
 17.5 %
21 885
 12.6 %
 1.8 %
 51.0 %
 12.4 %
45 228
April 20-21, 2009
Undergraduate University Studies in Quebec
PERCENTAGES OF MALE STUDENTS 1999-2007
Sector of study
Health sciences
Science and Engineering
1999
2005
2007
5.0 %
5.8 %
6.0 %
45.4 % 44.6 % 42.5 %
15.1 %
14.4 %
15.6 %
8.4 %
8.1 %
8.6 %
15.7 %
17.4 %
17.9 %
Arts
3.5 %
3.5 %
3.4 %
Letters
2.4 %
1.8 %
1.9 %
Law
3.4 %
3.0 %
3.0 %
Multisectorial studies
1.0 %
1.3 %
1.1 %
Human sciences
Education
Administration
April 20-21, 2009
Undergraduate University Studies in Quebec
PERCENTAGES OF FEMALE STUDENTS 1999-2007
Sector of study
Health sciences
Science and Engineering
1999
2005
2007
14.2 %
19.8 %
19.6 %
16.3 %
12.9 % 12.2 %
Human sciences
21.2 %
20.9 %
21.6 %
Education
21.7 %
19.6 %
19.7 %
Administration
12.7 %
13.2 %
13.9 %
Arts
4.6 %
4.6 %
4.2 %
Letters
4.8 %
3.7 %
3.6 %
Law
3.5 %
3.6 %
3.7 %
Multisectorial studies
1.0 %
1.6 %
1.5 %
April 20-21, 2009
Number of graduate students in
Quebec (Master’s degree) 1999-2007
20 000
F : Fem m es
H : Hom m es
18 000
15 220
Nombre d'étudiants
16 000
14 000
12 000
10 000
12 395
1 770
1 672
940
392
477
2 000
2 590
199
3 561
3 687
3 659
1 019
375
596
1 057
443
620
448
644
2 152
392
348
290
3 589
3 845
3 551
3 499
4 000
14 041
275
11 585
1 311
1 292
1 241
1 195
321
2 512
2 595
246
1 815
14 591
410
395
8 000
6 000
15 627
5 092
4 681
367
679
375
658
2 233
427
297
373
2 196
435
257
392
4 802
4 772
0
F1999
F2005
F2007
H1999
H2005
Administration
Arts
Droit
Lettres
Sc. humaines
Sc. de la santé
Éducation
Sciences et génie
Études plurisectorielles
H2007
April 20-21, 2009
Graduate students in Quebec (Master’s
degree), PERCENTAGES OF FEMALE
STUDENTS, 1999-2007
Secteurs
1999
2005
2007
20,9 %
23,6 %
24,6 %
Arts
3,8 %
3,9 %
4,0 %
Droit
3,2 %
2,5 %
2,8 %
Lettres
7,6 %
6,7 %
6,8 %
Sc. humaines
28,2 %
24,2 %
23,4 %
Sc. de la santé
9,6 %
11,0 %
11,3 %
10,0 %
8,5 %
8,4 %
14,6 %
17,0 %
16,1 %
2,0 %
2,6 %
2,6 %
Administration
Éducation
Sciences et génie
Études plurisectorielles
April 20-21, 2009
Number of graduate students in
Quebec (Doctorate’s degree) 1999-2007
9 000
F : Fem m es
H : Hom m es
8 000
6 811
6 158
Nombre d'étudiants
7 000
5 516
6 000
5 000
4 000
3 000
2 000
1 000
0
6 349
90
86
1 356
1 201
3 943
38
763
366
518
4 701
3 035
388
58
389
866
1 032
2 005
1 995
2 255
1 533
114
101
193
523
1 245
3 271
199
631
221
731
1 476
1 525
408
53
102
162
422
88
187
282
398
112
217
310
257
55
84
281
245
81
163
418
231
98
206
414
F1999
F2005
F2007
H1999
H2005
H2007
Administration
Arts
Droit
Lettres
Sc. humaines
Sc. de la santé
Éducation
Sciences et génie
Études plurisectorielles
April 20-21, 2009
Graduate students in Quebec (Doctorate’s
degree), PERCENTAGES OF FEMALE
STUDENTS, 1999-2007
Secteurs
1999
2005
2007
Administration
4,1 %
5,1 %
5,0 %
Arts
2,6 %
3,4 %
3,5 %
Droit
1,3 %
1,6 %
1,8 %
Lettres
10,3 %
7,7 %
6,5 %
Sc. humaines
38,9 %
36,2 %
36,6 %
Sc. de la santé
13,1 %
15,7 %
16,8 %
9,3 %
7,1 %
6,3 %
19,4 %
21,8 %
22,0 %
1,0 %
1,6 %
1,5 %
Éducation
Sciences et génie
Études plurisectorielles
April 20-21, 2009
Profile for undergraduate and graduate
students in Quebec Universities, 1999-2007
Applied sciences
Sciences
Engineering
Women
Women
Women
 1st cycle
 1st cycle
 1st and 2nd cycles
 2nd and 3rd cycles
 2nd and 3rd cycles
 3rd cycle
Men
Men
Men
 1st cycle
 1st cycle
 1st and 2nd cycles
 2nd and 3rd cycles
 2nd and 3rd cycles
 3rd cycle
NOTE :
1ST cycle : undergraduate studies,
2nd cycle : Master’s degree,
3rd cycle : Ph. D.
April 20-21, 2009
Situation of Women in
Engineering in Quebec
In the workplace:

Women in Quebec represented in 2001, less than
15 % of professionals in Engineering (MDEIE, 2004)

In Canada, women engineers hold about 12 % of
positions for the profession (CCWESTT, 2008)

♀ studying in Engineering at the graduate level
are more likely than ♂ to leave the field after their
graduation and not to be working in Engineering
(Powell and coll. 2004)
April 20-21, 2009
Factors linked to the numerical
weakness of Women in Sciences
and Engineering
1.
School environment
2.
Family environment
3.
Stereotypes and perceptions
4.
Culture, atmosphere and relationships
5.
Work-family articulation
6.
Discrimination
April 20-21, 2009
Institutional and social mechanisms of exclusion
and self-exclusion
In high school
In the University
In the Workplace
Institutional/social
mechanisms
of exclusion
(explicit or subtle)
 loss of interest for
mathematics and
physics (14-15)
 dropout for boys
 learning strategies between
boys and girls
 influence of school staff and
parents
 lack of personal financial
resources or of
adequate child care
 expectations of society
different than towards
men
 biological clock
 subtle discrimination
 work-family articulation
 expectations
(availability, mobility)
 biases
 emphasize on valuing
men’ work
 weak institutional support
Mechanisms
of self-exclusion
 misunderstanding the
occupations
 lack of role models
 sensitivity to biases and
friends
 stereotypes
 self-actualization
 individual aspirations
(weak sense of
purpose)
 environment reflecting
competition values
(power fights)
 Identity conflicts
April 20-21, 2009
A few thoughts






Is there a disengagement of youth for sciences and
engineering?
Is it by lack of interest that young people are
abandoning this field?
Do we have to adjust our sciences teaching
methods?
How can the school environment can react towards
this issue?
Are the needs and aspirations of young people, at the
professional level, well-understood?
What is the government position on the issue and
what are the actions done?
April 20-21, 2009
A few thoughts

Have the parents a role to play in the development of the
scientific interest of their child?

Is it a question of sciences perception?

Do people intervening with young people in sciences
have to modify their approach?

Shouldn’t we «humanize» the profession?!

Which type of intervention are counselors developing to
help young people in their career paths?

What are the possible effects on the economy of the
country?
April 20-21, 2009