Science and Engineering Programs On Target for Women? (1992) / Chapter Skim
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1 The Benefits of Diversity in the Science and Engineering Work Force
1 The Benefits of Diversity in the Science and Engineering Work Force
Pages 1-14
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She served in senior administrative posts at Washington U''iversi~, the University of Illinois, and the University of Michigan.
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Now, as we approach a new century and take a new look, we must renew our efforts to develop our human resources to their full potential and to engage that rich array of talent In the pursuit of larger common purposes, to pursue a better life for all of the people in this nation and in the world. Recruitment and retention of talent in the sciences and engineering are an important part of the larger challenge of broad and full development of human potential.
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Substantial progress has, in fact, been made in changing the rules that previously barred women and minorities from entry and participation— in education, in the workplace, and in social environments. The second argument—the economic argument has gained increasing attention as our nation has become increasingly dismayed by its waning leadership in the international economic arena.
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Our country faces enormous transitions, for it is quite clear that business as usual is not the name of the game. The full participation of women and minorities contributes a diversity in the citizenry and in the work force, and that gives our society added resilience and adaptability just what we need to accomplish and to guide rapid change.
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Marilyn Heins, M.D., FAA.P., in her acceptance remarks when she was honored as a distinguished alumna of Radcliffe College, made an astute observation about national policies and full access for women. She pointed out that the workplaces in this country, unlike those of other industrial nations, are still governed by some policies, dating from the l950s, which assumed that mothers stayed at home.
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Within that framework, however, I suggest that it would be useful to categorize these interventions further, according to their principal focus or purpose. Are you addressing systemic change by your intervention, organizational change, or personal change?
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First, there should be careful problem definition: focus on understanding what behavior or process needs modification, how that process works, and why it works the way it does. Next, one must fold in contextual changes and recognize that the planned interventions interface with other systems already in place, particularly the education system: consider subjective issues, identify and address the fears that will be raised by the proposed interventions, and consider some scenarios about how to handle the consequences and the interconnections.
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The bridges between research, policy, and action were and are fragile: our organizational design activities have been and still are very much of a "try and try again" matter. Furthermore, much of the existing structure was based on anachronistic assumptions, assumptions that there would be a single wage-earner per family and that the wage-earner would be supported by a community network that was strong, by a school system that met basic needs of knowledge for the workplace, and by a family in which most of the home work would be done by those who stayed at home.
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If you think about women and minorities, you discover that what has been largely unavailable to them is a sphere in which they can feel that they have a rightful, acknowledged place. A recent editorial in the Boston Globe by Phyllis Goldfarb, professor of law at Boston College, addressed the Anita Hill-Clarence Thomas hearings.
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2 How can the cultural norms of the various science and engineering disciplines and professions be reconciled with our needs for recruiting and nurturing human potential? Within our fields of science and engineering, and also in other fields of knowledge, there are quite different cultural norms for the way work should proceed, what people should do, and how they think and interact.
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Television is a powerful tool. It is potentially a very valuable educative force, but it is not now a positive factor in supporting our national objectives in human resource development.
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His report provides some important good news amidst the usual worries about the preparedness of our nation for effective participation in the global economy. He points out that: If we play it right, if we allow our oft-stated beliefs in rewards for educational achievement to govern, if economic justice can determine economic strategy, then the women of the United States will make the difference.
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In only 7 out of 33 occupations did women achieve pay equity with men, but what was especially noteworthy was that women who had earned 8 credits of college-level math did achieve pay equity with men. These results emphasize for me the value of the longitudinal studies.
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Los Angeles: Cooperative Institutional Research Program, University of California; and American Council on Education. Dey, Eric, Alexander W
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