Written evidence submitted by Lesley Beeton PhD, in my personal capacity (August 2013).
Summary
- Science teaching for girls at school would benefit from ‘women scientists in the classroom’
- Science degrees should not be seen as the second choice to Medicine or Veterinary science
- A foundation ‘term’ at university before embarking on BSc study would cement the science basics, increase confidence in the subject and produce stronger postgraduate candidates
1. Introduction
I am a biologist. I was not encouraged to take chemistry and physics at school, but with school leaving distinctions in biology and maths, I was accepted for BSc study. I spent the summer at foundation school, catching up on chemistry and physics. These are skills which I have used ever since, in my medical science research career.
I have a PhD in the genetics of cardiovascular disease, but I followed a more traditional university career of BSc, Bsc Hons and MSc, before embarking on PhD study as a mature student. This path allowed me the hone my research skills, develop transferable skills and grow with confidence.
I supervised final year BSc student research projects at the University of Surrey from 2004 to 2011.
I am a science blogger, commentator on medical practice, advocate for dying matters, and practice manager for a specialist cardiology practice. I support Thandulwazi Maths and Science Foundation in Johannesburg, South Africa.
2. Women scientists in the classroom
I was taught by the same very enthusiastic biology teacher for 5 years at high school, and I enjoyed it very much. There was no encouragement to study chemistry and physics, although I was very capable and did take maths. I understand that school education should be broad-based in subject matter, but giving girls the easy option of biology and a language or art, instead of physics and maths, is not good practice.
The successful women scientists I know all demonstrate an understanding of these basic science skills, crucial to calculations and experimental design in the laboratory.
A programme of getting women scientists into the classroom would help to overcome this reticence, build confidence and open new horizons for pupils and teachers.
I mentored a GCSE pupil for a short period in the laboratory. This student wanted to apply to veterinary school after A-levels. As competition for vet school places is fierce, pupils must demonstrate their passion for the subject. The pupil had no knowledge of the basics of cell biology, as there had not yet been any teaching on mitosis and meiosis. I found this staggering.
3. Encourage Science degrees as first choice
Half of the undergraduate students I supervised had chosen BSc study as a second choice to Medicine or Veterinary Science. These were mostly women students, who were hoping to successfully re-apply after graduation. These capable students saw a career in science teaching, research or strategy as a significantly lower career choice.
Outside of the key centres of excellence in science, research funding is limited. Women scientists, like myself, wanting to work close to home or have flexibility around family life, have little choice. Move or commute, or don’t have a career in science. This is a great loss to science. More flexibility and improved career development funding would see more women staying in science, and showing their daughters that a career in science is worthwhile. What better example to set.
4. A foundation ‘term’ for better scientists
Undergraduate final year science students could not perform basic calculations, such as ratio and proportion, molarity, molality, or titrate acids and bases. They were unable to prepare solutions for the laboratory, often misunderstanding simple instructions such as make up the volume using a volumetric flask.
Such was their lack of confidence that complex laboratory and experimental instructions had to be written down in detail, like a ‘recipe’ book. Final year students should be able to work independently, with supervision. These students graduate as BSc Hons but lack the necessary skills for postgraduate research or research careers. Many leave science altogether at this point.
Conclusion
Science careers begin at school. It cannot be left to universities to produce scientists. Girls must be shown the value of science careers, as they are many and varied, but all require a strong, confident knowledge of the principles which underpin our subject.
*STEM Science Technology Engineering Maths