Paper 1 – Fundamentals of Sociology – Chapter 10 – Social Change in Modern Society:
Sociological theories of social change.
Development and dependency.
Agents of social change.
Education and social change.
Science, technology and social change.
INTRODUCTION
Only 17 women have won a Nobel Prize in physics, chemistry, or medicine since Marie Curie in 1903, compared to 572 men till 2017 while only 28% of all of the world’s researchers are women. Even within the STEM fields, women prefer to study life sciences and are less represented in majors like computer science and mechanical and electrical engineering. Worldwide, only 33% of researchers are women. This presents a harsh reality of very few women in the field of science, technology, engineering and mathematics or STEM.
STEM
The STEM acronym was introduced in 2001 by scientific administrators at the U.S. National Science Foundation (NSF). It is a curriculum based on the idea of educating students in 4 specific disciplines — science, technology, engineering and mathematics — in an interdisciplinary and applied approach.
REASONS FOR LOW WOMEN PARTICIPATION IN STEM
Patriarchal attitudes in awarding grants, fellowships and hiring practices as well as pressures to conform to societal norms, household responsibilities and stress related to marriage and childbirth also play a major role in women backing out of advanced careers in science and technology.
RELEVANCE
Giving women equal opportunities to pursue — and thrive in — STEM careers helps narrow the gender pay gap, enhances women’s economic security, ensures a diverse and talented STEM workforce and prevents biases in these fields and the products and services they produce.
GOVERNMENT INITIATIVES
The scheme called Vigyan Jyoti was launched by the Department of Science & Technology to create a level-playing field for the meritorious girls in high school to pursue STEM in their higher education. It also offers exposure to rural girl students to chart their course from school to a job of their choice in the field of science.
The innovative pilot project, Gender Advancement for Transforming Institutions (GATI) was announced to develop a comprehensive charter and a framework for assessing gender equality in STEM.
GATI is working in close cooperation with Knowledge Involvement Research Advancement through Nurturing (KIRAN). Launched in 2014-15, KIRAN offers opportunities to women scientists in scaling up the academic and administrative ladder.
CONCLUSION
To bridge the gap in gender inequality and improve the future of women in STEM, it will take a collective effort from teachers, industry leaders, society, government, and individuals. We need to implement robust programs to build a strong pipeline of women through early mentorship, recognition of women role models, reskilling, and engaging STEM education. Strong STEM education creates critical thinkers, problem-solvers, and next-generation innovators.
