Executive Summary

All over the world, socio-economic and educational status of women is inferior to that of men. The situation is much worse in developing countries like India. Amongst the educational streams, women seem to be missing out on science, particularly physical sciences, engineering and technology. What is even more worrisome is the fact that many women after studying science, fail to persevere with a career in science (practice science), making a mockery of the educational inputs. The Indian National Science Academy (INSA) constituted a committee to examine this phenomenon and suggest corrective measures. The present report deals with the committee’s findings and recommendations.

The first chapter examines the relatively current status of `Study and practice of science’ by Indian women. Secondary data sourced from reports and records were used. The second, rather large chapter deals with `Factors influencing science career for Indian women’. It is based on a study conducted by the Research Centre for Women’s Studies, (RCWS), SNDT Women’s University, Mumbai on women scientists and post graduate science students spanning over several universities, and institutions across the country. The general discussion and recommendations reported in the third chapter are based on the above studies as well as other reports from India.

Study and Practice of Science by Indian Women.

Unlike in the west, in India, the educational pipeline leaks most heavily at the school level. There is higher drop out of girls as compared to boys from the primary to secondary stage. Though there is an overall drop in the number of students enrolling for higher education, the proportion of females at the high school level compares well with that at the university enrolment stage, suggesting that improvement in numbers of girls entering university may be achieved by preventing the secondary school drop out rate. Presence of women in subjects like agriculture and veterinary science, besides technology and engineering is very poor. However regional differences in college enrolment exist. There is evidence of the `glass ceiling’ for women in terms of opportunities for academic advancement. Thus employment opportunities and career growth for women in national laboratories and good universities are limited. Few women receive recognition through awards and academy fellowships. Bias against women leading to the much talked about `glass ceiling’ does operate and needs to be addressed in practical ways.

Factors Influencing Science Career for Women

This sociological/behavioural aspect was examined using structured questionnaire as well as focussed group discussions and in depth interviews with women scientists, and postgraduate science students from universities as well as government institutions. The regional spread was: Mumbai, Pune, Nagpur, Akola, Shillong, Gauhati, Delhi, Aligarh, Bangalore and Hyderabad. Though the sample size was only about 300 (maximum responses being from Mumbai and Pune), the combination of methods used makes the findings valid.

Majority of the respondents were from urban Hindu forward- cast families, from English medium schools. Over 90% respondents opted for science out of conscious choice. Besides self-initiative, maximum encouragement came from parents followed by teachers. In the cohort examined, only 13% scientists and 10% students said they faced difficulty in finding the first job/placement. However, problems started after that. Many complained of gender- insensitive organisational practices and work place discrimination, which came in way of their career growth. There was a strong expression, particularly in the focussed group discussions of gender-related discrimination, nepotism and sexual harassment. Many scientists (35.7%) said they had denied themselves career options and 22.7% said that such denial had adversely affected their career. It may be pointed out that these are the relatively fortunate women who had managed to combine carer in science and home. Many others would have fallen by the way side being unable to cope with the triple burden of home, work and societal prejudices including gender-related nepotism. Indeed attempt was made to interview women scientists who had to give-up career for a variety of reasons, but these women did not want to talk, the experience being very painful. In some troubled areas like the northeast, women’s mobility is curtailed for reasons of safety and that has adverse impact on their productivity.

While the women did not ask for any special personal privileges, they did want better supportive facilities like crèche, day care centre for elderly, flexible working hours, part time jobs, campus housing, etc. which would reduce stress on them and their families. Some organisations ban husband and wife working in the same institution and that has affected career of many women. Representation of women in policy- making, as well as selection committees was also suggested. Currently few women are considered suitable for being on committees.

In the present study, school students were not included. But in another very detailed study in India conducted by Mukhopadhayay, reasons for girls not opting for science, particularly physical sciences, mathematics and engineering were examined. Interestingly, no gender differences in aptitude, or natural inclination for these subjects was observed. Societal mindsets and pressures, particularly in patrifocal families, determined the ultimate preference and educational path of women.

Socio-economic pressures also play a major role in the college education for girls vs. boys. With increasing privatisation of education, this kind of pressure will increase with greater marginalisation of girls from science education. An interesting study, from Mumbai brings out sexual stereotyping in terms of gender roles depicted in the illustrations in science textbooks, published by NCERT.

Based on the data collected under the guidance of this committee and taking into account reports from other similar committees, a list of recommendations has been put together. If implemented sincerely, the Committee feels these recommendations would have significant impact on improving the status of women in science in India.

These have been grouped as :

1) Facilitating programmes that would attract more girls/ women particularly from under-privileged classes into science, and help their retention in science career.

2) Support systems to reduce the stress on women scientists and students.

Women’s presence in science is advantageous for the society at large. In addition to women bringing in a gentler, and more humane perspective to scientific research necessary for sustainable development, loss of womanpower from science is a major loss of trained resource, which can be difficult to compensate even in financial terms –a point that the society and the polity should remember.